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The Quality of Mathematical Proficiency in Solving Geometry Problem: Difference Cognitive Independence and Motivation

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Title: The Quality of Mathematical Proficiency in Solving Geometry Problem: Difference Cognitive Independence and Motivation
Language: English
Authors: Rahman, Muhammad Syarifuddin, Juniati, Dwi (ORCID 0000-0002-5352-3708), Manuharawati
Source: Pegem Journal of Education and Instruction. 2023 13(3):255-266.
Availability: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Geometry, Problem Solving, Mathematics Skills, Learning Motivation, Thinking Skills, Cognitive Processes, Logical Thinking, Personal Autonomy, Learning Strategies, Secondary School Students, Student Attitudes, Foreign Countries, Mathematics Tests, Mathematics Instruction
Geographic Terms: Indonesia
Assessment and Survey Identifiers: Group Embedded Figures Test
ISSN: 2146-0655
2148-239X
Abstract: Mathematical proficiency is essential to supporting students' success in learning mathematics. It is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. Cognitive independence shows students' ability to process information. Meanwhile, motivation is related to things that encourage students to learn mathematics. This study aims to determine the effect of cognitive independence and motivation on mathematical proficiency. It involved 131 students and used a mixed method with Sequential Explanatory Design. The quantitative research part of the study was used to determine the effect of cognitive independence and motivation on mathematical proficiency using a multiple linear regression test. Furthermore, qualitative research was used to deeply scrutinize the effect by using in-depth interviews. The results showed that students with high cognitive independence could process the knowledge that has been possessed logically, while students with low cognitive independence did it illogically. Students with low motivation use trial and error strategies to maximize mathematical proficiency, while students with high motivation use analytical strategies.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1387950
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Quality of Mathematical Proficiency in Solving Geometry Problem: Difference Cognitive Independence and Motivation
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  Data: <searchLink fieldCode="AR" term="%22Rahman%2C+Muhammad+Syarifuddin%22">Rahman, Muhammad Syarifuddin</searchLink><br /><searchLink fieldCode="AR" term="%22Juniati%2C+Dwi%22">Juniati, Dwi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5352-3708">0000-0002-5352-3708</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manuharawati%22">Manuharawati</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2023 13(3):255-266.
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  Data: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
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  Data: 12
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  Data: Mathematical proficiency is essential to supporting students' success in learning mathematics. It is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. Cognitive independence shows students' ability to process information. Meanwhile, motivation is related to things that encourage students to learn mathematics. This study aims to determine the effect of cognitive independence and motivation on mathematical proficiency. It involved 131 students and used a mixed method with Sequential Explanatory Design. The quantitative research part of the study was used to determine the effect of cognitive independence and motivation on mathematical proficiency using a multiple linear regression test. Furthermore, qualitative research was used to deeply scrutinize the effect by using in-depth interviews. The results showed that students with high cognitive independence could process the knowledge that has been possessed logically, while students with low cognitive independence did it illogically. Students with low motivation use trial and error strategies to maximize mathematical proficiency, while students with high motivation use analytical strategies.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 255
    Subjects:
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Logical Thinking
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      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Group Embedded Figures Test
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    Titles:
      – TitleFull: The Quality of Mathematical Proficiency in Solving Geometry Problem: Difference Cognitive Independence and Motivation
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            NameFull: Rahman, Muhammad Syarifuddin
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            NameFull: Juniati, Dwi
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            NameFull: Manuharawati
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