Mathematics Research and Education Journal最新文献

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Students’ Achievement Levels, Gender, and Learning Styles on Abstract Algebra: A Profile of Evidence Developing Ability 抽象代数学生成绩水平、性别与学习风格:证据开发能力的概况

Mathematics Research and Education Journal Pub Date : 2020-08-24 DOI: 10.25299/mrej.2020.vol4(1).2776

L. Effendi, S. Amelia

{"title":"Students’ Achievement Levels, Gender, and Learning Styles on Abstract Algebra: A Profile of Evidence Developing Ability","authors":"L. Effendi, S. Amelia","doi":"10.25299/mrej.2020.vol4(1).2776","DOIUrl":"https://doi.org/10.25299/mrej.2020.vol4(1).2776","url":null,"abstract":"Mathematics education students’ ability on developing evidence needs to be reviewed by lecturers. 50% of the subjects in the mathematics education departement require students' accuracy in analyzing mathematical statements. This is increasingly important because the Indonesian National Qualifications Framework (KKNI) for the Bachelor level requires graduates to become technicians / analysts. The diversity of levels of students’ ability, gender, and learning styles are assumsed to be the discrepancy abilities to develop evidence. This study aims to describe the evidence developing ability based on the levels of achievement, gender, and student learning styles. The subjects of this study were abstact algebra students in the mathematics education department. Type of this research was descriptive qualitative with data collection techniques using test and non-test techniques. Students were given five questions about abstact algebra that demanded the evidence developing ability. The achivement levels and gender were obtained from students’ academic achievement data. The learning styles were attained from questionnaires. The results of the study is higher the students’ academic achievement, better the evidence developing ability on Abstract Algebra. The gender does not affect the evidence developing ability on Abstact Algebra. Students with visual learning styles have the ability to develop evidence better than students with other learning styles.","PeriodicalId":208360,"journal":{"name":"Mathematics Research and Education Journal","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122761874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validity of The Abtract Algebra Teaching Book 《抽象代数》教材的有效性

Mathematics Research and Education Journal Pub Date : 2020-08-24 DOI: 10.25299/mrej.2020.vol4(1).4204

L. Effendi, S. Amelia

引用次数: 0

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