Skills of sharing within the whole class can be done by pointing couples who volunteer or take turn to report on the work of their group, so about a quarter of couples already have the opportunity to report. In addition to seeing an increase in mathematical critical and creative th inking skills, we can also analyze students’ mathematicaldisposition. Sumarmo ( Hidayat & Hamidah, 2014 ) argues, "Through students’ mathematicaldisposition we can see their confidence, expectations and meta-cognition, passion and serious attention in learning mathematics, persistence in facing and solving problems, high curiosity, and the ability to share opinions with other people". In line with it, Mahmudi (Sugilar, 2013) argues that attitudes and habits of thought would essentially establish and grow a mathematicaldisposition.
From the data above all the indicators of student mathematicaldisposition is good. On the first indicators there are nine statements. Only on the third and fourth statements students got fair value. The third statement is "I doubt that any mathematical problem can solve" and the fourth statement is "At the moment I have difficulty in working on questions, I saw my friends work", is a negative statement. The average student answered agree, this means that the student is not sure with their ability.
In connection with students’ affective, Sumarmo (2013) argued, "Mathematical soft skills as components of mathematical thinking process in the affective domain are characterized by affective behavior shown by someone when executing mathematical hard skill. The affective behavior is associated with the term disposition showing a tendency to behave with a strong impetus. "Mathematicaldisposition is also demonstrated through strong dedication to positively thinking. Mathematicaldisposition is the correlation and appreciation of mathematics that is a tendency to think and act in a positive way (Bernard, 2015). Then, according to Polking (Hidayat, 2012; Sumarmo, Hidayat, Zukarnaen, Hamidah, & Sariningsih, 2012 ), “mathematicaldisposition indicates: 1) Confidence in using mathematics; 2) Flexibility in solving problems; 3) Persistence in working on mathematical tasks; 4) Interest, curiosity, and discovery power in performing mathematical tasks; 5) Monitoring and reflecting their own performance and reasoning; 6) Assessment of the application of mathematics to other situations in mathematics and everyday experience; 7) Appreciation of the role of mathematics in culture and values, mathematics as a tool, and as a language. However, according to Sugilar (2013) state that this moment, the students' mathematical power and disposition has not been fully achieved.
Mathematicaldisposition was a very important target because it will apparent in every aspects of their mathematical activities. This research showed that there are positive correlation between mathematicaldisposition and mathematics achievement. This result was in mutual accord with the assumption that positive mathematical beliefs, attitudes, and feelings will lead to increased mathematical achievement. Teachers must help students develop perseverance and broader their view of mathematics. This will increase student mathematicaldisposition, and because of the positive correlation with mathematics achievement, the mathematics achievement will be increased as well. Hopefully the level of Indonesian student mathematics achievement will be increased as well in the next TIMMS survey. Though the SMA students realize the importance of mathematics, their social activities takes much of their time. This situation was in mutual accord with Chandler and Mahar findings that online communities affect adolescent much because it offered them richer and more satisfying lives than they had in real time.
Learning mathematics is not solely intended to develop cognitive dimension. Fheldaus (2014) argued that learning that entails and develop the affective dimension of students is a key component for students’ achievement in learning mathematics. The affective dimension is the other term of MathematicalDisposition. Sumarmo (2010) defined that disposition as the student’s strong willingness, consciousness, and dedication to learn and carry out various mathematical activities. Wardanny (2017) explained several indicators of mathematicaldisposition, including confidence, expectation and metacognition, tenacity and seriousness in learning mathematics, persistence in dealing with and solving problems, high curiosity, and ability to share opinions/information with others. These indicators imply the mathematicaldisposition as a major factor in determining the students’ success in learning mathematics.
Mathematicaldisposition appears when students complete the task of mathematics, if it is done confidently, responsibly, diligently, showing persistence, challenged feeling, willingness to find alternatives and reflect on their way of thinking that has been done; or vice versa. This is in line with the NCTM (1989: 233), which states that: The assessment of students’ mathematicaldisposition should seek information about their: 1) confidence in using mathematics to solve problems, to communicate ideas, and to reason; 2) flexibility in exploring mathematical ideas and trying alternative methods in solving problems; 3) willingness to persevere in mathematical tasks; 4) interest, curiosity, and inventiveness in doing mathematics; 5) inclination to monitor and reflect on their own thinking and performance; 6) valuing of the application of mathematics to situations arising in other disciplines and everyday experiences; 7) appreciation of the role of mathematics in our culture and its value as a tool and as a language.
Dalam menghadapi era informasi dan suasana bersaing yang semakin ketat, dalam mempelajari kompetensi matematik di atas, siswa dan mahasiswa perlu memiliki kemampuan berfikir matematik tingkat tinggi, sikap kritis, kreatif dan cermat, obyektif dan terbuka, menghargai keindahan matematika, serta rasa ingin tahu dan senang belajar matematika. Apabila kebiasaan berfikir matermatik dan sikap seperti di atas berlangsung secara berkelanjutan, maka secara akumulatif akan tumbuh disposisi matematik (mathematicaldisposition) yaitu keinginan, kesadaran, kecenderungan dan dedikasi yang kuat pada diri siswa atau mahasiswa untuk berpikir dan berbuat secara matematik.dengan cara yang positif Polking (1998), mengemukakan bahwa disposisi matematik menunjukikan (1) rasa percaya diri dalam menggunakan matematika, memecahkan masalah, memberi alasan dan mengkomunikasikan gagasan, (2) fleksibilitas dalam menyelidiki gagasan matematik dan berusaha mencari metoda alternatif dalam memecahkan masalah; (3) tekun mengerjakan tugas matematik; (4) minat, rasa ingin tahu (curiosity), dan dayatemu dalam melakukan tugas matematik; (5) cenderung memonitor, merepleksikan performance dan penalaran mereka sendiri; (6) menilai aplikasi matematika ke situasi lain dalam matematika dan pengalaman sehari-hari; (7) apresiasi (appreciation) peran matematika dalam kultur dan nilai, matematika sebagai alat, dan sebagai bahasa.
knowledge and behavior are necessary to implement such curricula on a large scale? One sees glimmers of ideas in the research (see, e.g., Grouws & Cooney, 1989 for an overview), but in general, conceptions of how to teach for mathematical thinking have of necessity lagged behind our evolving conceptions of what it is to think mathematically. There are some signs of progress. For example, a small body of research (see, e.g. Peterson, Fennema, Carpenter, & Loef, 1989) suggests that with the appropriate in- service experiences (on the order of weeks of intensive study, not 1-day workshops), teachers can learn enough about student learning to change their classroom behavior. Much more research on teacher beliefs -- how they are formed, how they can be made to evolve -- is necessary. So is research at the systemic level: what changes in school and district structures are likely to provide teachers with the support they need to make the desired changes in the classroom?
Mathematical communication is a way of sharing ideas and clarifying understanding on mathematics learning. In mathematical communication, ideas coming from the process of solving problems become objects of reflection, refinement, discussion, and amendment (NCTM, 2000). When students are challenged to solve a problem, they would have opportunity to think about and try to solve it. Difficulties that students have to solve the problem, different ideas, and different solutions are potential resources to encourage students to share, compare, justify, explain, or discuss the problem. Interaction among students during whole-class activity provide opportunities to develop their mathematical abilities including conceptual and procedural understanding (Takahashi, 2006). Students interaction in which mathematical ideas are explored from different point of views could help the students to deepen their understanding, and develop their ability to communicate, explain, justify, and discuss mathematical ideas.