Published date: Apr 03 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules

Pages: 482–492

DOI: 10.18502/kss.v9i8.15585

Hafiziani Eka PutriElementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia

Fitri NuraeniElementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia

Elvira RosaliaElementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia

Dwi Anisa HaftaniElementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia

Nouval PratamaElementary Teacher Education Study Program, Universitas Pendidikan Indonesia, Purwakarta Campus, Jl. Veteran No. 8, Purwakarta 41115, Indonesia

This research is motivated by the importance of mathematical connection skills. Based on the results of previous studies, it is known that the mathematical connection ability of elementary school students is still low. This study aims to develop a mathematical connection ability instrument suitable for elementary school students. This study uses the research and development method. The samples are 27 sixth-grade students at an elementary school in Purwakarta who were selected through purposive sampling. The ability instrument that has been made is in the form of an essay that consists of five open-ended questions about geometry. The indicators developed in preparing the questions were related to the ability of mathematical connections. The questions were constructed according to expert suggestions followed by a trial to see its validity, reliability, difficulty index, and discriminating power. Results show that the validity and reliability of the test instrument developed in this study are 0.73 and 0.84, implying that the test instrument has high validity and reliability. Questions numbers 1,3, and 5 have a high level of difficulty, while numbers 2 and 4 have a very high level of difficulty. The discriminating power for question number 1 is 47.62% (good), number 2 is 28.57% (fair), number 3 is 38.10% (good), number 4 is 28.57% (fair), and number 5 is 57.14% (very good).Thus, the five test items can measure mathematical connections in learning mathematics on geometry topics for fifth-grade elementary school students and are appropriate for further research instruments on similar subjects and variables.

Keywords: Mathematical Connection, Elementary School, Students

[1] M.D. Siagian, “Kemampuan koneksi matematik dalam pembelajaran matematika.,” MES: Journal of Matematics Education and Science2. vol. 2, no. 1, p. 2016.

[2] A.K. Kenedi, S. Hendri, H.B. Ladiva, and Nelliarti, “Kemampuan koneksi matematis siswa sekolah dasar dalam memecahkan masalah matematika.,” Jurnal Numeracy. vol. 5, no. 2, p. 2018.

[3] K. Kenedi, Y. Helsa, Y. Ariani, M. Ainil, and S. Hendri, “Koneksi matematika siswa SD untuk memecahkan masalah matematika.,” Journal on Mathematics Education. vol. 10, no. 1, p. 2019.

[4] E. Diana, P. Latipah, and A. Afriansyah, “Analisis kemampuan koneksi matematis siswa menggunakan pendekatan pembelajaran CTL dan RME.,” vol. 17, no. 1, p. 2018.

[5] A.K. Kenedi, S. Ahmad, Sofiyan, T.A. Ningrum, and Y. Helsa, “The mathematical connection ability of elementary school students in the 4.0 industrial revolution era.,” International Journal of Innovation, Creativity and Change. vol. 5, no. 5, p. 2019.

[6] E.R. Putri, Budiyono, and D. Indriati, “POGIL model on mathematical connection ability viewed from self-regulated learning.,” International Journal of Evaluation and Research in Education. vol. 9, no. 2, p. 2020.

[7] D.S. Nenta and S. Edy, “Analysis of student’s junior high school mathematical connection abiliy,.” International Journal of Sciences: Basic and Applied Research (IJSBAR). vol. 33, no. 2, p. 2020.

[8] N. Izzati, “Pengaruh kemampuan koneksi dan disposisi matematis terhadap hasil belajar geometri bidang datar mahasiswa IAIN Syekh Nurjati Cirebon.,” Eduma : Mathematics Education Learning and Teaching. vol. 6, no. 2, p. 2017.

[9] R. Siregar and M.D. Siagian, “Mathematical connection ability: Teacher’s perception and experience in learning,.” Journal of Physics: Conference Series (2019).

[10] R.Y. Agustini, D. Suryadi, and A. Jupri, “Construction of open-ended problems for assessing elementary student mathematical connection ability on plane geometry.,” Journal of Physics: Conference Series (2017).

[11] L. Amalia, “Pengembangan soal untuk mengukur kemampuan koneksi antar topik matematika siswa Sekolah Dasar.,” Jurnal Pendidikan Matematika RAFA. vol. 3, no. 2, p. 2017.

[12] D. Rahmawati, Budiyono, and D.R.S. Saputro, “Analysis of student’s mathematical connection ability in linear equation system with two variables,.” Journal of Physics: Conference Series (2019).

[13] Angriani, A. D., Nursalam, N., & Batari, T., “Pengembangan instrumen tes untuk mengukur kemampuan koneksi matematis.,” AULADUNA: Jurnal Pendidikan Dasar Islam. vol. 5, no. 1, pp. 1–12, 2018.

[14] H.E. Putri, C.K. Pertiwi, A.H. Arrum, R. Nurhanifa, and A. Yuliyanto, “Mathematical connection ability instrument for primary school students.,” AULADUNA: Jurnal Pendidikan Dasar Islam. vol. 8, no. 1, p.b1-19 2021.

[15] M. Arifin, “Strategi pembelajaran Numbered Head Together (NHT) dalam meningkatkan minat belajar siswa pada materi statistika.,” Didactical Mathematics. vol. 2, no. 2, p. 2020.

[16] W.R. Gall, Joyce P. Gall, Meredith Damien. Borg, Applying educational research., 2014.

[17] J.W. Creswell, Research design: qualitative, quantitative, and mixed methods approaches., 2009.

[18] H.E. Putri, I. Isrokatun, N.W.A. Majid, and T. Ridwan, “Spatial sense instrument for prospective elementary school student.,” Journal of Physics: Conference Series (2019).

[19] Sugiyono, Metode penelitian dan pengembangan pendekatan kualitatif, kuantitatif, dan R&D., 2015.

[20] I.G.N. Agung, Statistika penerapan model rerata sel multivariat dan model ekonometri dengan SPSS. yayasan SAD Satria Bhakti, Jakarta, 2006.

[21] Borg, R. Walter, D. Meredith, and P.G. Gall, Education research. Pearson Education, Inc, New York, 2007.

[22] I. Alwi, “Kriteria empirik dalam menentukan ukuran sampel pada pengujian hipotesis statistika dan analisis butir.,” Formatif: Jurnal Ilmiah Pendidikan MIPA. vol. 2, no. 2, p. 2015.

[23] G.P. Rompas, “Likuiditas, solvabilitas dan rentabilitas terhadap nilai perusahaan BUMN yang terdaftar di BEI.,” Jurnal EMBA. vol. 1, no. 3, p. 2016.

[24] I. Etikan, “Comparison of convenience sampling and purposive sampling.,” American Journal of Theoretical and Applied Statistics. vol. 5, no. 1, p. 2016.

[25] H. Zulnaidi and E. Oktavika, “The effect of geogebra on students’ misconceptions of limit function topic,.” Jurnal Kurikulum & Pengajaran Asia Pasifik. vol. 6, no. 1, p. 2016.

[26] D. Rohendi and J. Dulpaja, “Connected Mathematics Project (CMP) model based on presentation media to the mathematical connection ability of junior high school student.,” Journal of Education and Practice. vol. 4, no. 4, p. 2013.

[27] V.R. Hidayati, M.A. Maulyda, G. Gunawan, A.N. Rahmatih, and M. Erfan, “System of linear equation problem solving: Descriptive-study about students’ mathematical connection ability,.” Journal of Physics: Conference Series (2020).

[28] A. Muslim, “The effect of cooperative learning type Teams-Games-Tournaments (TGT) on mathematical connection and communication ability in elementary schools.,” Journal of Physics: Conference Series (2020).

[29] E. Rosita, W. Hidayat, and W. Yuliani, “Uji validitas dan reliabilitas kuesioner perilaku prososial.,” FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan). vol. 4, no. 4, p. 2021.

[30] H. Kusmanto and I. Marliyana, “Pengaruh pemahaman matematika terhadap kemampuan koneksi matematika siswa kelas VII semester genap SMP Negeri 2 Kasokandel Kabupaten Majalengka.,” Eduma : Mathematics Education Learning and Teaching. vol. 3, no. 2, p. 2014.