Hubungan Number Sense dan Kemampuan Pemecahan Masalah Matematika Mahasiswa Pendidikan Matematika
Abstract
This study aims to examine the relationship between number sense and mathematical problem-solving ability among pre-service mathematics teachers. A quantitative study with a correlational design involved 36 third-year mathematics education students at Universitas Mataram. Data were collected using a 30-item number sense test covering understanding of numbers, understanding of number operations, and the application of number and operation skills in computation, together with a mathematical problem-solving test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson and Spearman correlation analyses. The average percentage of correct answers on the number sense test was 51.57%; the lowest achievement occurred in the application of number and operation skills in computation (46.39%). A strong, statistically significant positive relationship was found between number sense and mathematical problem-solving scores (Pearson ; Spearman ). Students with higher number sense scores tended to achieve higher problem-solving scores. These findings highlight the relevance of flexible numerical reasoning and computation strategies in mathematics teacher education.
References
Akyüz, G. (2020). Non-routine problem solving performances of mathematics teacher candidates. Educational Research and Reviews, 15(5), 214–224. https://doi.org/10.5897/ERR2020.3907
Aktaş, M. C., & Özdemir, E. T. (2017). An examination of number sense performances of pre-service elementary school mathematics teachers. European Journal of Education Studies, 3(12), 133–144. https://doi.org/10.5281/zenodo.1117088
Apsari, R. A., Sariyasa, Wulandari, N. P., Novitasari, D., & Hamdani, D. (2021). Prospective mathematics teachers making sense of multiplication algorithm. Journal of Physics: Conference Series, 1778(1), 012023. https://doi.org/10.1088/1742-6596/1778/1/012023
Arjudin, A., Kurniati, N., Turmuzi, M., & Wulandari, N. P. (2024). Pemecahan masalah program linier mahasiswa pendidikan matematika dengan kemampuan number sense tinggi. Mandalika Mathematics and Educations Journal, 6(1), 58–70. https://doi.org/10.29303/jm.v6i1.6260
Arjudin, A., Sripatmi, S., Turmuzi, M., Novitasari, D., & Apsari, R. A. (2021). Proses berpikir mahasiswa berdasarkan taksonomi SOLO dalam penyelesaian masalah persamaan diferensial. Evolusi: Journal of Mathematics and Sciences, 5(2), 70–80.
Arjudin, A., Subarinah, S., & Suryadi, R. (2020). Analyzing students’ thinking process in solving linear algebra problem. Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 86–89. https://doi.org/10.2991/assehr.k.200827.023
Hadi, S. (2015). Number sense: Berpikir fleksibel dan intuisi tentang bilangan. Math Didactic: Jurnal Pendidikan Matematika, 1(1), 1–7.
Louange, J., & Bana, J. (2010). The relationship between the number sense and problem solving abilities of Year 7 students. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 360–366). MERGA.
McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2–8, 44.
McIntosh, A., Reys, B. J., Reys, R. E., Bana, J., & Farrell, B. (1997). Number sense in school mathematics: Student performance in four countries. Mathematics, Science & Technology Education Centre, Edith Cowan University.
Muir, T. (2012). What is a reasonable answer? Ways for students to investigate and develop their number sense. Australian Primary Mathematics Classroom, 17(1), 21–28.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Pólya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Şengül, S. (2013). Identification of number sense strategies used by pre-service elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965–1974. https://doi.org/10.12738/estp.2013.3.1365
Wulandari, N. P., Hidayati, V. R., Novitasari, D., Triutami, T. W., & Lu’luilmaknun, U. (2020). Investigating the number sense ability of pre-service mathematics teachers. MaPan: Jurnal Matematika dan Pembelajaran, 8(1), 76–86. https://doi.org/10.24252/mapan.2020v8n1a6
Wulandari, N. P., Safitri, A. S., Apsari, R. A., Junaidi, J., & Lu’luilmaknun, U. (2020). Pengembangan lembar kegiatan siswa untuk meningkatkan kemampuan number sense siswa. SAP (Susunan Artikel Pendidikan), 4(3), 215–222. https://doi.org/10.30998/sap.v4i3.6284
Wulandari, N. P., Safitri, A. S., Novitasari, D., Salsabila, N. H., & Suliani, M. (2021). The effect of using worksheet on students’ number sense ability. Journal of Physics: Conference Series, 1776(1), 012023. https://doi.org/10.1088/1742-6596/1776/1/012023
Wulandari, N. P., & Triutami, T. W. (2022). Kemampuan number sense siswa SMP berdasarkan gender. Griya Journal of Mathematics Education and Application, 2(2), 526–536. https://doi.org/10.29303/griya.v2i2.203
Yang, D.-C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383–403. https://doi.org/10.1007/s10763-007-9124-5
