MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS
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Abstract
This study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%.
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Melissa, M. M., Anindito Wisnu Susanto, L., Nindya Puspita, A., & Vandam Sigalingging, S. (2023). MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS. Kalamatika: Jurnal Pendidikan Matematika, 8(1), 11-26. https://doi.org/10.22236/KALAMATIKA.vol8no1.2023pp11-26
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Fennell, F., & Rowan, T. (2001). Representation: An important process for teaching and learning mathematics. Teaching children mathematics, 7(5), 288-292.
Fitri, N., Munzir, S., & Duskri, M. (2017). Meningkatkan kemampuan representasi matematis melalui penerapan model problem-based learning. Jurnal Didaktik Matematika, 4(1), 59-67.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.
Inayah, S. (2018). Peningkatan kemampuan pemecahan masalah dan representasi multipel matematis dengan menggunakan model pembelajaran kuantum. Kalamatika: Jurnal Pendidikan Matematika, 3(1), 1-16.
Maccini, P., & Gagnon, J. C. (2002). Perceptions and application of NCTM standards by special and general education teachers. Exceptional Children, 68(3), 325-344.
Mainali, B., (2021). Representation in Teaching and Learning Mathematics. IJEMST (International Journal of Education in Mathematics, Science, and Technology), 9(1), pp.1-21.
Mandur, K., Sadra, W., & Suparta, I. N. (2016). Kontribusi kemampuan koneksi, kemampuan representasi, dan disposisi matematis terhadap prestasi belajar matematika siswa sma swasta di kabupaten manggarai. Jurnal Pendidikan dan Kebudayaan Missio, 8(1), 65-72.
NCTM, (2003). NCATE/NCTM Program standards: Programs for initial preparation of mathematics teachers.
Noer, S. H., & Gunowibowo, P. (2018). Efektivitas problem based learning ditinjau dari kemampuan berpikir kritis dan representasi matematis. JPPM (Jurnal Penelitian Dan Pembelajaran Matematika), 11(2).Sabirin, M., 2014. Representasi Dalam Pembelajaran Matematika. JPM IAIN Antasari, 1(2), pp.33-44.
Sugiyono, (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Syafri, F. S. (2017). Kemampuan representasi matematis dan kemampuan pembuktian matematika. JURNAL e-DuMath, 3(1).