IKIP SILIWANGIIKIP SILIWANGI

Infinity JournalInfinity Journal

Mathematical modeling competency, a key skill for applying mathematical knowledge to solve real-world problems, has gained increasing attention across various fields. Research indicates that students mathematical modeling competencies are generally low. However, few studies investigate students mathematical modeling competency, making it challenging to reflect their specific level of competency accurately. This study examines the current status of mathematical modeling competencies among undergraduates in Hebei Province. Adopting a quantitative cross-sectional survey approach, 432 undergraduates were investigated. The data were analyzed through descriptive statistics, t-test, and one-way ANOVA. The findings reveal that the total mathematical modeling competency (Mean=26.14, SD = 7.45) and the eight sub-competencies of undergraduates in Hebei Province are at a medium level. While there were no significant gender differences (t = -0.24, P = 0.808), notable differences across grade levels were observed (F = 4.46, P = 0.004). These findings have important implications for mathematics education programs.

The findings of this study indicate that the overall mathematical modeling competency of undergraduates in Hebei Province is at a moderate level, aligning with global trends and signaling a need for curriculum reforms.Grade-level analysis uncovered a non-linear competency progression, with second-year students experiencing a temporary decline—highlighting the necessity for targeted support during transitional phases.These findings advocate for a multifaceted strategy combining evidence-based pedagogy, inclusive environments, and transitional interventions.

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan. Pertama, penelitian lebih lanjut dapat dilakukan untuk mengidentifikasi faktor-faktor spesifik yang berkontribusi terhadap penurunan kompetensi pemodelan matematika pada mahasiswa tahun kedua. Hal ini dapat melibatkan studi kualitatif untuk memahami pengalaman belajar mahasiswa dan mengidentifikasi tantangan yang mereka hadapi. Kedua, penelitian dapat difokuskan pada pengembangan intervensi pedagogis yang efektif untuk meningkatkan kompetensi pemodelan matematika, khususnya pada mahasiswa tahun kedua. Intervensi ini dapat mencakup pelatihan metacognitif, pembelajaran berbasis proyek, atau integrasi pemodelan matematika ke dalam mata kuliah inti. Ketiga, penelitian longitudinal dapat dilakukan untuk melacak perkembangan kompetensi pemodelan matematika mahasiswa dari waktu ke waktu dan mengevaluasi dampak intervensi yang diterapkan. Penelitian ini dapat memberikan wawasan berharga tentang efektivitas jangka panjang dari berbagai strategi pembelajaran dan membantu dalam merancang kurikulum yang lebih adaptif dan responsif terhadap kebutuhan mahasiswa.

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