ANALYSIS OF ALGEBRAIC THINKING SKILLS BASED ON THE ORIGIN OF SCHOOL AND THE SEX OF FIRST GRADE STUDENTS ACADEMIC YEAR 2011/2012 MATHEMATICS DEPARTMENT OF TARBIYAH FACULTY IN THE STATE INSTITUTE FOR ISLAMIC STUDIES SYEKH NURJATI CIREBON

Abstract

Samari. Reg.Number.58450991. ANALYSIS OF ALGEBRAIC THINKING SKILLS BASED ON THE ORIGIN OF SCHOOL AND THE SEX OF FIRST GRADE STUDENTS ACADEMIC YEAR 2011/2012 MATHEMATICS DEPARTMENT OF TARBIYAH FACULTY IN THE STATE INSTITUTE FOR ISLAMIC STUDIES SYEKH NURJATI CIREBON. Thesis. Cirebon: Tarbiyah Faculty, Mathematics Tadris, The State Institute for Islamic Studies Syekh Nurjati Cirebon, July 2012. Branch of mathematics that provides a fundamental role for allied disciplines, interdisciplinary, and human life it is algebra. Some research indicates a difference in algebraic skills between male and female. These differences are caused by several factors, including social status and gender. Based on this, the researcher moved to conduct research related to algebraic skills and algebraic thinking ones are reviewed by origin of School and Sex. The research aims to determine: (1) mean achievement of algebraic skills’ thinking skills’ indicators, (2) differences of algebraic thinking skills reviewed based on the origin of school, (3) differences of algebraic thinking skills reviewed based on the sex, and (4) most dominant indicators of algebraic thinking skills. The origin of school is divided into three categories, those are Senior High School (SMA), Vocational School (SMK), and Islamic School (MA). While the sex is divided into two ones, these are male and female. The research uses quantitative approach by using survey and expos facto methods. Reviewed by explanation level, it is include comparative research. Meanwhile, reviewed by the time, it includes cross sectional ones. Results of research showed that: (1) greatest mean achievement of algebraic thinking skills related to solving story mathematical problems by achievement was 40.88 % and the lowest one related to representation skills by achievement was 2.55 %; (2) there was no difference of algebraic thinking skills based on the origin of the school by the achievement of significance obtained 0.735 (significance 0.735 > 0.05); (3) there was no difference of algebraic thinking skills based on the sex by the achievement of significance obtained 0.631 (significance 0.631 > 0.05), and (4) there were seven the most dominant indicators that can explain algebraic thinking skills by the achievement of cumulative eigenvalue obtained 89.345 %. According to the results, the conclusion were (1) students have good skill related to number operation and bad one in representation skill such as using diagram, graph, and table; (2) the origin of school didn’t influence algebraic thinking skills; (3) the sex didn’t influence algebraic thinking skills; (4) there were seven dominant indicators of algebraic thinking skills