Mathematical Reasoning Analysis Based on Students’ Emotional Stability

Wulan Resti Oktaviani, Darhim Darhim, Nurjanah Nurjanah, Kusnandi Kusnandi

Abstract

High school students enter adolescence, a period full of challenges, including changes in their physical, emotional, cognitive, social, and behavioral aspects. The inability to adapt to these changes often leads to problems. Therefore, problem-solving skills are necessary. This study explores the relationship between students' emotional stability and their mathematical reasoning abilities. The research aims to understand how variations in emotional stability impact the cognitive process involved in mathematical reasoning. A descriptive qualitative approach was used to examine the mathematical reasoning abilities of twelfth-grade students in Bandung. Participants were selected using purposive sampling based on specific criteria related to their emotional stability and reasoning abilities. The instruments included a mathematical reasoning test and an emotional stability questionnaire measured on a Likert scale. The results indicate that students with high emotional stability demonstrate very good mathematical reasoning abilities, meeting all relevant indicators. In contrast, students with medium emotional stability show good reasoning skills, meeting three to four indicators. Students with low emotional stability, however, fall into the poor category, meeting only one or two indicators. These findings suggest that emotional stability significantly influences students' ability to reason mathematically. The study recommends that educators create engaging and supportive learning environments to enhance students' emotional stability and, consequently, their mathematical reasoning abilities. Training programs for students with low emotional stability are advised to help them focus better and improve their cognitive abilities. Future research should further investigate the interplay between emotional stability and mathematical reasoning across different subjects and educational levels to develop more effective educational strategies.

Keywords

Mathematical Reasoning, Emotional Stability, Cognitive Abilities, Educational Strategies, Descriptive Qualitative Study

Full Text:

PDF

References

Ayuningtyas, W., & Pramudya, I. (2019). Analysis of student’s geometry reasoning ability at senior high school. Journal of Physics: Conference Series, 1188(1), 012016.

Ayuningtyas, W., & Pramudya, I. (2019). Students’ responses to the test instruments on geometry reasoning ability in senior high school. Journal of Physics: Conference Series, 1265(1), 012015.

Bieleke, M., Goetz, T., Yanagida, T., Botes, E., Frenzel, A., & Pekrun, R. (2023). Measuring emotions in mathematics: The Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM–Mathematics Education, 55(2), 269-284.

Chaturvedi, M., & Chander, R. (2010). Development of Emotional Stability Scale. Industrial Psychiatry Journal, 19(1), 37.

Fitriyah, L., Wijayadi, A., Manasikana, O., & Hayati, N. (2019). Menanamkan Efikasi Emosi dan Kestabilan Emosi. Jombang: LPPM UNHASY Tebuireng Jombang.

Gelman, R. (1971, May). Piaget and Education. PsycCRITIQUES, 16(5), 312. doi:10.1037/014112

Jyosthna, G., & Shakila, J. (2023, March). Emotional Stability, Social Intelligence, and Academic Performance of +2 STudents of Model Schools. Journal of Emerging Technologies and Innovative Research, 10(3), 339-344.

Kumaravelu, G. (2018). Emotional stability of high school students in relation to their selected variables. Journal of emerging technologies and innovative research, 167-169.

Manlunas, I., Carredo, B., Daan, E., Enriquez, J., Fernan, M., Tayurang, E., & Gagani, F. (2021). Investigating Students' Emotional Stability as a Predictor of Stress Management while Engaging in Flexible Online Learning during COVID-19. International Journal Papier Public Review, 52-61.

National Council of Teachers of Mathematics. (2000). NCTM Principles and Standards for School Mathematics, Grades 9-12 Edition. Retrieved March 9, 2024, from Principles and Standards - National Council of Teachers of Mathematics: https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/

National Council of Teachers of Mathematics. (2009, August 14). Focus in High School Mathematics - FAQs. Retrieved March 7, 2024, from National Council of Teachers of Mathematics: https://www.nctm.org/Standards-and-Positions/Focus-in-High-School-Mathematics/

Serebryakova, T., Morozova, L., Kochneva, E., Zharova, D., Kostyleva, E., & Kolarkova, O. (2016). Emotional Stability as a Condition of Students' Adaptation to Studying in a Higher Educational Institution. International journal of environmental and science education, 11(15), 7486-7494.

Smithson, W. (1974). Psychological adjustment: Current concepts and applications. New York: McGrawHill Book Company.

Sukatin, Kharisma, I. P., & Safitri, G. (2023). Efikasi Diri dan Kestabilan Emosi Pada Prestasi Belajar. Educational Leadership, 3.

Wahyuni, E., Susanto, & Hadi, A. (2019). Profile of the student’s mathematical reasoning ability in solving geometry problem. Journal of Physics: Conference Series, 1211, 012079.

Wani, M. A., Sankar, R., Angel, J., Dhivya, P., Rajeswari, S., & Athirai, K. (2016). Emotional Stability among Annamalai University Students. The International Journal of Indian Psychology, 3(4), 119-123.

Wylie, R. (1989). Measures of Self-concept. Lincoln: University of Nebraska Press.

Wylie, R., & Burus, S. (1979). The Self-Concept, Vol. 2. Lincoln: University of Nebraska Press.

DOI: https://doi.org/10.20961/paedagogia.v27i3.90291

Refbacks

  • There are currently no refbacks.