Number sense is important to be mastered by a prospective mathematics teacher as a basis for learning mathematics and makes it easier to train students' flexibility in solving math problems related to numbers. However, the results of preliminary studies show that there are indications that the prospective teacher's ability to operate numbers is not good enough. This study uses quantitative methods that aim to investigate the number sense component of mathematics teacher candidates who are still weak. The respondents involved in this study were 36 students who were prospective third-year mathematics teachers who had taken linear algebra courses. The instrument used is a 30-item number sense problem developed based on the number sense component, namely understanding and skills about numbers, understanding and skills using number operations, and applying number skills and operations in computing. This number sense test is done for 30 minutes. The results showed that the number sense ability of prospective mathematics teacher students was average with an average percentage of correct answers of only 51.57%. The third component in number sense is the weakest mastered with a percentage of correct answers of only 46.39%.Number sense is important to be mastered by a prospective mathematics teacher as a basis for learning mathematics and makes it easier to train students' flexibility in solving math problems related to numbers. However, the results of preliminary studies show that there are indications that the prospective teacher's ability to operate numbers is not good enough. This study uses quantitative methods that aim to investigate the number sense component of mathematics teacher candidates who are still weak. The respondents involved in this study were 36 students who were prospective third-year mathematics teachers who had taken linear algebra courses. The instrument used is a 30-item number sense problem developed based on the number sense component, namely understanding and skills about numbers, understanding and skills using number operations, and applying number skills and operations in computing. This number sense test is done for 30 minutes. The results showed that the number sense ability of prospective mathematics teacher students was still relatively weak with an average achievement of 51.57%. The third component in number sense is the weakest to master with an average achievement of 46.39%.
Abstrak
Number sense penting dikuasai oleh seorang calon guru matematika sebagai dasar dalam mempelajari matematika serta mempermudah dalam melatih fleksibilitas siswa dalam menyelesaikan masalah matematika yang berkaitan dengan bilanganNamun demikian, hasil dari studi pendahuluan menunjukkan bahwa terdapat indikasi bahwa kemampuan mahasiswa calon guru matematika mengenai operasi bilangan tidak cukup baik. Penelitian ini menggunakan metode kuantitatif yang bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika yang masih lemah. Responden yang terlibat dalam penelitian ini sebanyak 36 calon guru tahun ketiga yang sudah menempuh mata kuliah aljabar linier. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan, pemahaman dan keterampilan menggunakan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam komputasi. Tes number sense dikerjakan selama 30 menit. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih tergolong lemah dengan rata-rata capaian 51,57%. Komponen ketiga dalam number sense menjadi yang paling lemah dikuasai dengan rata-rata capaian 46,39%.
 
