Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education
DOI:
https://doi.org/10.17507/jltr.1506.36Keywords:
word problems, mathematics, vocabulary mastery, reasoning abilityAbstract
Word problems in mathematics require reasoning skills and the ability to visualize the relationship between mathematics and language. This study aimed to analyze the correlation between vocabulary mastery, reasoning ability, and the ability to solve mathematical word problems. The research focused on students at the Islamic elementary school level who are just starting to learn mathematical problem-solving. The sample consisted of 100 students from two public Islamic elementary schools and five private Islamic elementary schools. Data were collected through tests for each variable, and the research hypothesis was tested using simple correlation and multiple correlations with Minitab Pearson Correlation software. This study found that the three variables were significantly correlated. This suggests that vocabulary mastery and reasoning ability are crucial in optimizing the ability to solve story-counting problems. To enhance these variables, teachers are encouraged to develop innovative and creative teaching methods that focus on developing and practicing math vocabulary from an early age. By improving students' vocabulary mastery and reasoning ability, teachers can enhance their problem-solving performance and ultimately improve their mathematics skills.
References
Amalia, S. R. (2017). Analisis Kesalahan Berdasarkan Prosedur Newman dalam Menyelesaikan Soal Cerita Ditinjau dari Gaya Kognitif Mahasiswa. Aksioma, 8(1), 17–30. https://doi.org/10.26877/aks.v8i1.1505
Amir, J., Dalle, A., Dj, S., & Irmawati, I. (2023). PISA Assessment on Reading Literacy Competency: Evidence from Students in Urban, Mountainous and Island Areas. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(1), 107. https://doi.org/10.33394/jk.v9i1.7103
Andanik, R. T., & Fitrianawati, M. (2019). Pengaruh Keterampilan Membaca Pemahaman terhadap Kemampuan Pemecahan Soal Cerita Matematika Peserta Didik Kelas V Sekolah Dasar. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 1(1), 40–46. https://doi.org/10.12928/fundadikdas.v2i2.836
Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M. R. K., Mononen, R.-M., & Henning, E. (2019). Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders. International Journal of Educational Research, 97, 65–76. https://doi.org/10.1016/j.ijer.2019.06.011
Boonen, A. J. H., de Koning, B. B., Jolles, J., & van der Schoot, M. (2016). Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00191
Duo-Terron, P., Hinojo-Lucena, F.-J., Moreno-Guerrero, A.-J., & López-Núñez, J.-A. (2022). STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.792656
Fatahillah, A., Wati, Y. F., & Susanto, S. (2017). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Tahapan Newman Beserta Bentuk Scaffolding yang Diberikan. Kadikma, 8(1), 40–51. https://doi.org/10.19184/kdma.v8i1.5229
Fatmanissa, N., Kusnandi, K., & Usdiyana, D. (2020). Effect of Schema Use in Solving Word Problems: Emphasis on Linguistic Difficulties. Contemporary Mathematics and Science Education, 1(2), ep20006. https://doi.org/10.30935/conmaths/8495
Fatmanissa, N., & Novianti, M. N. R. (2022). Linguistic Challenges in Solving Mathematics Word Problems: A Case of EFL University Students. Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), 16–23. https://doi.org/10.2991/assehr.k.211229.003
Fatmanissa, N., & Sagara, R. (2017). Language Literacy and Mathematics Competence Effect Toward Word Problems Solving. Infinity Journal, 6, 195–206. https://doi.org/10.22460/infinity.v6i2.p195-206
Ferwinda, E., & Syahrilfuddin, S. (2019). Analisis Kesalahan Siswa Dalam Mengerjakan Soal Cerita Matematika Berdasarkan Tipe Newman Pada Kelas IV SD Se-Gugus 1 Kecamatan Marpoyan Damai Pekanbaru. Jurnal Pajar (Pendidikan Dan Pengajaran), 3(2), 282–288. http://dx.doi.org/10.33578/pjr.v3i2.6664
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties. Exceptional Children, 74, 155–173. https://doi.org/10.1177/001440290807400202
Gerofsky, S. (1996). A Linguistic and Narrative View of Word Problems in Mathematics Education. For the Learning of Mathematics, 16, 36–45. https://flm-journal.org/Articles/6EE053055D3F415A7F746D1B352E5D.pdf
Hariyani, S., & Aldita, V. C. (2020). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Sistem Persamaan Linier Dua Variabel Berdasarkan Prosedur Newman. Al-Khwarizmi Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 8(1), 39–50. https://doi.org/10.24256/jpmipa.v8i1.805
Hendriani, M. (2018). Kontribusi Keterampilan Membaca Pemahaman terhadap Keterampilan Pemecahan Masalah Matematika Kelas V SD Negeri Kecamatan IV Nagari, Kabupaten Sijunjung. Autentik: Jurnal Pengembangan Pendidikan Dasar, 2(3), 65–74. https://doi.org/10.36379/autentik.v2i2.24
Jourdain, L. V., & Sharma, S. (2016). Language challenges in mathematics education for English language learners: A literature review. Waikato Journal of Education, 21(2), 43–56. https://doi.org/10.15663/wje.v21i2.269
Kaitera, S., & Harmoinen, S. (2022). Developing mathematical problem-solving skills in primary school by using visual representations on heuristics. LUMAT: International Journal on Math, Science and Technology Education, 10(2), 111–146. https://doi.org/10.31129/LUMAT.10.2.1696
Khoshaim, H. B. (2020). Mathematics Teaching Using Word-Problems: Is it a Phobia! International Journal of Instruction, 13, 855–868. https://doi.org/10.29333/iji.2020.13155a
Kleemans, T., & Segers, E. (2020). Linguistic precursors of advanced math growth in first-language and second-language learners. Research in Developmental Disabilities, 103, 1–10. https://doi.org/10.1016/j.ridd.2020.103661
Lutvaidah, U., & Hidayat, R. (2019). Pengaruh Ketelitian Membaca Soal Cerita terhadap Kemampuan Pemecahan Masalah Matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 4(2), 179–188. https://doi.org/10.30998/jkpm.v4i2.4189
Murtiyasa, B., Rejeki, S., & Ishartono, N. (2020). Profile of Students’ Error in Solving Mathematics Word Problems Based on PISA Frameworks. SEMANTIK Conference of Mathematics Education (SEMANTIK 2019), 135–137. https://doi.org/10.2991/assehr.k.200827.131
Nur’aini, F., Ulumuddin, I., Sari, Li. S., & Fujianita, S. (2021). Meningkatkan Kemampuan Literasi Dasar Siswa Indonesia Berdasarkan Analisis Data PISA 2018. Risalah Kebijakan, 3, 1–8. https://pskp.kemdikbud.go.id/assets_front/images/produk/1-gtk/kebijakan/Risalah_Kebijakan_Puslitjak_No__3,_April_2021_Analisis_Hasil_PISA_2018.pdf
Nuralam, N., & Maulidayani, M. (2020). Capaian Kemampuan Penalaran Matematis Siswa dengan Model AIR. Numeracy, 7, 35–48. https://doi.org/10.46244/numeracy.v7i1.997
Nurgiyantoro, B. (2001). Penilaian dalam Pengajaran Bahasa dan Sastra. BPFE.
Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2019). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52, 33–44. https://doi.org/10.1007/s11858-019-01118-9
Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 4, 647–658. https://doi.org/10.1016/j.jecp.2011.07.004
Sarjana, K., Hayati, L., & Wahidaturrahmi, W. (2020). Mathematical modelling and verbal abilities: How they determine students’ ability to solve mathematical word problems? Beta: Jurnal Tadris Matematika, 13(2), 117–129. https://doi.org/10.20414/betajtm.v13i2.390
Schlatter, E., Molenaar, I., & Lazonder, A. W. (2020). Individual Differences in Children’s Development of Scientific Reasoning Through Inquiry-Based Instruction: Who Needs Additional Guidance? Frontiers in Psychology, 11, 89–114. https://doi.org/10.3389/fpsyg.2020.00904
Strohmaier, A. R., Reinhold, F., Hofer, S. I., Berkowitz, M., Vogel‐Heuser, B., & Reiss, K. (2021). Different complex word problems require different combinations of cognitive skills. Educational Studies in Mathematics, 109, 89–114. https://doi.org/10.1007/s10649-021-10079-4
Sudjana. (1989). Metoda Statistika. Tarsito.
Wang, A. Y., Fuchs, L. S., & Fuchs, D. (2016). Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. Learning and Individual Differences, 52, 79–87. https://doi.org/10.1016/j.lindif.2016.10.015
Wiedarti, P., Kisyani, L., Retnaningdyah, P., Dewayani, S., Muldian, W., Sufyadi, S., Roosaria, R., Faizah, D. U., Sulastri, S., Rahmawan, N., Rahayu, E. S., Yusuf, R. A., & Antoro, B. (2016). Desain Induk Gerakan Literasi Sekolah. https://repositori.kemdikbud.go.id/39/1/Desain-Induk-Gerakan-Literasi-Sekolah.pdf
Wijaya, A., den Heuvel-Panhuizen, M. Van, Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555–584. https://doi.org/10.54870/1551-3440.1317
Wulanningtyas, M. E., & Marhaeni, N. H. (2022). Analisis Kesalahan Siswa dan Remedialnya Dalam Mengerjakan Soal Cerita Perbandingan Matematika. JIPM (Jurnal Ilmiah Pendidikan Matematika), 10(2), 359–367. http://doi.org/10.25273/jipm.v10i2.10114
