Open AccessMathematical connections ability of junior high school students viewed from mathematical resilience
Author(s) -
Syahrur Rohmah,
Tri Atmojo Kusmayadi,
Laila Fitriana
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1538/1/012106
Subject(s) - mathematics education , mathematical problem , mathematical theory , content (measure theory) , mathematical structure , computer science , psychology , mathematics , mathematical analysis , physics , quantum mechanics
The mathematical connections ability is the ability to link between topics in mathematics, between mathematics with other disciplines and between mathematics and life. This study discusses about designing mathematical connection skills in terms of students’ mathematical resilience involving 31 students 8th grade students as research subjects. The method used in this research is descriptive method using qualitative. The research instruments used were mathematical resilience questionnaires and essay tests. The results of this study indicate for students who have high resilience, student success in recognizing and using relationships between mathematical ideas (70.31%), students’ success in understanding the relationship of mathematical ideas (80.15%), and student success in recognizing and applying one mathematical content to another mathematical content (83.33%). Students who have moderate resilience, student success in recognizing and using relationships between mathematical ideas (48.04%), students’ success in understanding the relevance of mathematical ideas (40.28%), and student success in recognizing and applying one mathematical content to another mathematical content (40.28%). Students who have low resilience, student success in recognizing and using relationships between mathematical ideas (35.94%), student success in understanding the relationship of mathematical ideas (39.71%), and student success in recognizing and applying one mathematical content to another mathematical content (37,5%).