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

Autor/inn/en	Rahman, Muhammad Syarifuddin; Juniati, Dwi; Manuharawati
Titel	The Quality of Mathematical Proficiency in Solving Geometry Problem: Difference Cognitive Independence and Motivation
Quelle	In: Pegem Journal of Education and Instruction, 13 (2023) 3, S.255-266 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Juniati, Dwi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	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; Indonesia; Group Embedded Figures Test + Suchen Sie Ihr Suchwort? Geometrie; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Motivation for studies; Lernmotivation; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Individuelle Autonomie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; Schülerverhalten; Ausland; Mathematics lessons; Mathematikunterricht; Indonesien
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01