COGNITIVE PSYCHOLOGY STUDY AND MATHEMATICAL PROCESS SKILLS ON STUDENTS' ANSWERS IN MATHEMATICS LEARNING IN COMPARATIVE MATERIAL
Keywords:
Cognitive Psychology, Comperative Material, Mathematical Process Skills, Student ResponsesAbstract
This research explores the differences between the two schools regarding three key variables: students' cognitive psychology, mathematical processing skills, and responses to mathematics learning, specifically within the context of comparative material in Grade VII. Additionally, it seeks to compare these three variables to understand how they vary across the two institutions. The study adopts a quantitative approach, with purposive sampling used to select a sample of 120 Grade VII students from two junior high schools. Data were gathered using a questionnaire based on a Likert scale, and analysis was conducted using comparison tests through specialized data processing software. The results revealed significant differences in students' cognitive psychology, mathematical processing skills, and responses to mathematics learning between the two schools. These variations suggest underlying factors related to the learning environment, teaching strategies, or institutional differences that influence student performance and engagement in mathematics. What sets this study apart is its comprehensive comparison of cognitive and skill-based factors in mathematics learning across different school settings. Unlike previous research that examines these variables in isolation, this study integrates cognitive psychology and mathematical processing skills with student feedback, providing a holistic view of the learning experience. Doing so offers more profound insights into how school-specific conditions can shape students’ cognitive and mathematical abilities, thereby informing more tailored educational strategies to improve mathematics learning outcomes across diverse educational contexts.
Downloads
References
Ahn, J., & Kwon, J. (2020). Green hotel brands in Malaysia: perceived value, cost, anticipated emotion, and revisit intention. Current Issues in Tourism, 23(12), 1559–1574. https://doi.org/10.1080/13683500.2019.1646715
Amrhein, V., Trafimow, D., & Greenland, S. (2019). Inferential statistics as descriptive statistics: There is no replication crisis if we don’t expect replication. American Statistician, 73(sup1), 262–270. https://doi.org/10.1080/00031305.2018.1543137
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 857–871. https://doi.org/10.12973/eurasia.2017.00647a
Asamoah, Y. D., Appiah-Twumasi, E., Fiave, J. B. K., & Mamudu, D. (2024). Comparative effects of generative learning strategies and 5e strategies on pre-service teachers’ achievement of integrated science concepts. Integrated Science Education Journal, 5(3), 125-133. https://doi.org/10.37251/isej.v5i3.1002
Astalini, A., Darmaji, D., Kurniawan, D. A., & Septi, S. E. (2023). Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact?. Journal of Education and Learning (EduLearn), 17(1), 85-92. https://doi.org/10.11591/edulearn.v17i1.20530
Astalini, A., Darmaji, D., Kurniawan, D. A., Perdana, R., & Andriyanto, A. (2024). Does the inquiry learning model have an impact on social attitudes and responsible character?. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 104-116. https://doi.org/10.22437/jiituj.v8i1.31981
Azis, I., & Clefoto, M. (2024). Improving learning discipline: The effect of Self-Management ability on students in mathematics subjects. Interval: Indonesian Journal of Mathematical Education, 2(1), 8-14. https://doi.org/10.37251/ijome.v2i1.982
Azizah, N., Muluk, H., & Milla, M. N. (2023). Pursuing ideological passion in Islamic radical group’s insurgency: A case study of Negara Islam Indonesia. Indonesian Journal of Islam and Muslim Societies, 13(1), 1–27. https://doi.org/10.18326/ijims.v13i1.1-27
Badiah, S., Saefullah, A., & Antarnusa, G. (2024). Development of integrated education for sustainable development digital teaching materials on renewable energy to facilitate students’ critical thinking abilities. EduFisika: Jurnal Pendidikan Fisika, 9(1), 63-73. https://doi.org/10.59052/edufisika.v9i1.32225
Banks, H. T., Flores, K. B., Langlois, C. R., Serio, T. R., & Sindi, S. S. (2018). Estimating the rate of prion aggregate amplification in yeast with a generation and structured population model. Inverse Problems in Science and Engineering, 26(2), 257–279. https://doi.org/10.1080/17415977.2017.1316498
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context1. Applied Developmental Science, 23(4), 307–337. https://doi.org/10.1080/10888691.2017.1398649
Christidamayani, A. P., & Kristanto, Y. D. (2020). The effects of problem posing learning model on students’ learning achievement and motivation. Indonesian Journal on Learning and Advanced Education (IJOLAE), 2(2), 100–108. https://doi.org/10.23917/ijolae.v2i2.9981
Cole, M., Cohen, C., Wilhelm, J., & Lindell, R. (2018). Spatial thinking in astronomy education research. Physical Review Physics Education Research, 14(1), 10139. https://doi.org/10.1103/PhysRevPhysEducRes.14.010139
Craig, S. L., Gardiner, T., Eaton, A. D., Pang, N., & Kourgiantakis, T. (2021). Practicing alliance: an experiential model of teaching diversity and inclusion for social work practice and education. Social Work Education, 00(00), 1–19. https://doi.org/10.1080/02615479.2021.1892054
Daniel, E. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91–100. https://doi.org/2222-288X
Della Purba, R. E., & Kohlhoff, P. (2022). The influence of problem based learning models and metacognition knowledge on students mathematics learning outcomes. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 12(1), 1-9. https://doi.org/10.22437/teknopedagogi.v12i1.32490
Dias, Á., Silva, G. M., Patuleia, M., & González-Rodríguez, M. R. (2021). Transforming local knowledge into lifestyle entrepreneur’s innovativeness: exploring the linear and quadratic relationships. Current Issues in Tourism, 24(22), 3222–3238. https://doi.org/10.1080/13683500.2020.1865288
Dierks, P. O., Höffler, T. N., Blankenburg, J. S., Peters, H., & Parchmann, I. (2016). Interest in science: a RIASEC-based analysis of students’ interests. International Journal of Science Education, 38(2), 238–258. https://doi.org/10.1080/09500693.2016.1138337
Everingham, Y. L., Gyuris, E., & Connolly, S. R. (2017). Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects. International Journal of Mathematical Education in Science and Technology, 48(8), 1153–1165. https://doi.org/10.1080/0020739X.2017.1305130
Fitriana, H., & Waswa, A. N. (2024). The influence of a realistic mathematics education approach on students’ mathematical problem solving ability. Interval: Indonesian Journal of Mathematical Education, 2(1), 29-35. https://doi.org/10.37251/ijome.v2i1.979
Gersch, I. (2018). Traces of foreign retailers–local knowledge-spillovers and strategy adaption within retail internationalization. International Review of Retail, Distribution and Consumer Research, 28(5), 455–471. https://doi.org/10.1080/09593969.2018.1525756
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. European Journal of Educational Research, 10(1), 97–113. https://doi.org/10.12973/EU-JER.10.1.97
Hidayati, N. A., Waluyo, H. J., Winarni, R., & Suyitno. (2020). Exploring the implementation of local wisdom-based character education among indonesian higher education students. International Journal of Instruction, 13(2), 179–198. https://doi.org/10.29333/iji.2020.13213a
Kjeldsen, K. (2019). A study-of-religion(S)-based religion education: Skills, knowledge, and aims. Center for Educational Policy Studies Journal, 9(4), 11–29. https://doi.org/10.26529/cepsj.678
Kleij, F. M. van der. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175–189. https://doi.org/10.1016/j.tate.2019.06.010
Kuhfeld, M., & Soland, J. (2021). The learning curve: Revisiting the assumption of linear growth during the school year. Journal of Research on Educational Effectiveness, 14(1), 143–171. https://doi.org/10.1080/19345747.2020.1839990
Lavega, P., Prat, Q., De Ocáriz, U. S., Serna, J., & Muñoz-Arroyave, V. (2018). Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada. Cultura y Educacion, 30(1), 142–176. https://doi.org/10.1080/11356405.2017.1421302
Leekhot, K., Payougkiattikun, W., & Thongsuk, T. (2024). The results of Inquiry-Based learning management on critical thinking and academic achievement of grade-8 students. Integrated Science Education Journal, 5(3), 161-167. https://doi.org/10.37251/isej.v5i3.901
Li, G., & Dong, Y. (2019). Dynamic modelling of the impact of public health education on the control of emerging infectious disease. Journal of Biological Dynamics, 13(1), 502–517. https://doi.org/10.1080/17513758.2019.1639835
Loudon, G. (2019). Integrating ideas from design disciplines into the STEM curricula. Higher Education Pedagogies, 4(1), 284–286. https://doi.org/10.1080/23752696.2019.1599688
Mahanani, F. K. (2017). Operant conditioning: Shaping danpositive reinforcement contingencies dari perilaku off-task menjadi on-taska. Intuisi: Jurnal Psikologi Ilmiah, 9(3), 276–289.
Misastri, M., Wirayuda, R. P., & Syarbaini, S. (2023). Application of the team assisted individualization (TAI) learning model in improving understanding of mathematical concepts. Journal Evaluation in Education (JEE), 4(1), 01-07. https://doi.org/10.37251/jee.v4i1.308
Molefe, L., & Aubin, J. B. (2021). Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience. South African Journal of Education, 41(2), 1–13. https://doi.org/10.15700/saje.v41n2a1878
Nuraeni, N., & Inthaud, K. (2024). The relationship between social attitude and ethics of association with the morals of physics education students. EduFisika: Jurnal Pendidikan Fisika, 9(2), 248-259. https://doi.org/10.59052/edufisika.v9i2.36934
Nuryadi, N., Kurniawan, L., & Kholifa, I. (2020). Developing mobile learning based on ethnomathematics viewed from adaptive e-learning: Study of two dimensions geometry on Yogyakarta palace’s chariot. International Journal of Education and Learning, 2(1), 32–41. https://doi.org/10.31763/ijele.v2i1.85
Palermo, C., King, O., Brock, T., Brown, T., Crampton, P., Hall, H., Macaulay, J., Morphet, J., Mundy, M., Oliaro, L., Paynter, S., Williams, B., Wright, C., & E. Rees, C. (2019). Setting priorities for health education research: A mixed methods study. Medical Teacher, 41(9), 1029–1038. https://doi.org/10.1080/0142159X.2019.1612520
Papyrina, V., Strebel, J., & Robertson, B. (2021). The student confidence gap: Gender differences in job skill self-efficacy. Journal of Education for Business, 96(2), 89–98. https://doi.org/10.1080/08832323.2020.1757593
Piercey, V., & Militzer, E. (2017). An Inquiry-Based quantitative reasoning course for business students. Primus, 27(7), 693–706. https://doi.org/10.1080/10511970.2016.1251519
Prambanan, D., Yathasya, D., & Anwar, P. S. A. (2023). Analysis of cognitive learning outcomes of compliance personality students in solving mathematical problems. Journal Evaluation in Education (JEE), 4(1), 31-35. https://doi.org/10.37251/jee.v4i1.285
Rosa, E. M., Sundari, S., Ambarwati, E. R., Suryandari, G., Rochmawati, E., & Suryanto, F. (2023). “E-Matching Card” to improve cooperation and cognitive abilities among nursing students. Jurnal Keperawatan Indonesia, 26(2), 89–96. https://doi.org/10.7454/jki.v26i2.1136
Sahintepe, S., Erkol, M., & Aydogdu, B. (2020). The impact of inquiry based learning approach on secondary school students’ science process skills. Open Journal for Educational Research, 4(2), 117–142. https://doi.org/10.32591/coas.ojer.0402.04117s
Sauvé, L., Fortin, A., Viger, C., & Landry, F. (2018). Ineffective learning strategies: a significant barrier to post-secondary perseverance. Journal of Further and Higher Education, 42(2), 205–222. https://doi.org/10.1080/0309877X.2016.1224329
Sherif, Y. A., Hassan, M. A., Thuy Vu, M., Rosengart, T. K., & Davis, R. W. (2021). Twelve Tips on enhancing global health education in graduate medical training programs. Medical Teacher, 43(2), 142–147. https://doi.org/10.1080/0142159X.2020.1762033
Souad, S. B., & Korti, R. (2018). Citizen participation: A matter of competency. European Journal of Social Sciences, 1(1), 103. https://doi.org/10.26417/143ofb27u
Sukamdi, S., Lepik, A., & Denkovski, V. (2023). Tapping into creativity: Crafting engaging math lessons for middle schoolers with macromedia flash. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 13(1), 10-20. https://doi.org/10.22437/teknopedagogi.v13i1.36396
Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329
Theis, R., & Rohana, S. (2022). Cooperative Learning Model with Process Skills for Mathematics Learning in Elementary School. International Journal of Elementary Education, 6(1), 58–68.
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(4), 490–503. https://doi.org/10.1080/1350293X.2020.1783924
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: a survey. ZDM - Mathematics Education, 52(1), 1–16. https://doi.org/10.1007/s11858-020-01130-4
Wahjusaputri, S., & Bunyamin, B. (2022). Development of teaching factory competency-based for vocational secondary education in Central Java, Indonesia. International Journal of Evaluation and Research in Education, 11(1), 353–360. https://doi.org/10.11591/ijere.v11i1.21709
Warfa, A. R. M., Nyachwaya, J., & Roehrig, G. (2018). The influences of group dialog on individual student understanding of science concepts. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0142-3
Zappone, A., Di Renzo, M., & Debbah, M. (2019). Wireless networks design in the era of deep learning: Model-Based, AI-Based, or both? IEEE Transactions on Communications, 67(10), 7331–7376. https://doi.org/10.1109/TCOMM.2019.2924010
Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kamid Kamid, Yelli Ramalisa, Rohati Rohati, Rita Ningsih, Balqis Saffanah Nabilah
This work is licensed under a Creative Commons Attribution 4.0 International License.