Students' Mathematical Representation Ability in Project-Based Graph Theory Learning

Prida N. L. Taneo, Farida Daniel

Abstract


Mathematical representation ability is a fundamental skill that allows students to understand and apply mathematical concepts in various real situations. This study aims to analyze students' mathematical representation ability in project-based graph theory learning. The research method used is descriptive qualitative which is implemented in the Mathematics Education study program, Soe Education Institute. The study subjects were students who took discrete mathematics courses in the even semester. Data collection techniques used observation, tests, and interviews which were analyzed using the Miles and Huberman model. Data validity testing was carried out using technical triangulation to ensure the validity of the research results. The results showed that project-based learning improved students' mathematical representation abilities, especially visually. Most students were able to draw graphs well in solving contextual problems, while verbal and symbolic representations also experienced positive developments. However, a small number of students still had difficulty interpreting representations and writing conclusions systematically according to the initial form of the problem. This obstacle indicates the need for habituation in writing conclusions and further guidance in solving problems in a structured manner. Effective project-based learning can improve students' mathematical representation abilities and form better analytical thinking patterns so it needs to be applied consistently in graph theory learning.

Keywords


graph theory; mathematical representation; project based learning

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DOI: https://doi.org/10.17509/j-mer.v6i2.81749

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