PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

J

• Angateeah, K. S. (2017). An Investigation on students’ difficulties in solving non-routine word problem at lower secondary. International Journal of Learning and Teaching, 3(1), 46-50.

• Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.

• Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ graph interpretation and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275-290. https://doi.org/10.1080/19477503.2018.1480862

• Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165-174. https://doi.org/10.1111/j.1949-8594.2005.tb18156.x

• Chan, S. W., Ismail, Z., & Sumintono, B. (2016). A framework for assessing high school students’ statistical reasoning. PLoS ONE, 11, e0163846. https://doi.org/10.1371/journal.pone.0163846

• Chin, S. F., & Lim H. L. (2018). The effect of computerized feedback on students’ misconceptions in algebraic expression. Pertanika Journal of Social Sciences & Humanities, 26(3), 1387-1403.

• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. memory, attention, and aging: Selected works of Fergus I. M. Craik. Routledge. https://doi.org/10.4324/9781315440446

• Erna, H. W., & Budi, M. (2016, March 12). Kesalahan siswa SMP dalam menyelesaikan soal matemaika berbasis PISA pada konten changer and relationship [Middle school students’ mistakes in solving PISA-based math problems on content changers and relationships]. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajaran, Universitas Muhammadiyah Surakarta, Indonesia.

• Fitriani, H. N., Turmudi, T., & Prabawanto, S. (2018, December 1). Analysis of students’ error in mathematical problem solving based on Newman’s error analysis. Proceeding of International Conference on Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia.

• Fitriyah, I. M., Lilin, E. P., RofiQoh, S., Nikmarocha, & Aning, W. Y. (2020). Analisis kesalahan siswa dalam menyelesaikan soal cerita koordinat cartesius menurut teori kastolan [Analysis of students’ errors in solving the Cartesian coordinate story problem according to the Kastolan theory]. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 8(2), 109-122. http://dx.doi.org/10.24256/jpmipa.v8i2.1002

• Foo, K. K. (2017). Modelling the relationship between the statistical achievement and cognitive determinants among Malaysian diploma students [Unplished Ph.D.’s thesis]. University of Malaya.

• Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158.

• García-García, J., & Dolores-Flores, C. (2021).Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Math Education Research Journal, 33, 1-22. https://doi.org/10.1007/s13394-019-00286-x

• Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Center for Educator Compensation and Reform.

• Haryanti, M. D., Herman, T., & Prabawanto, s. (2019). Analysis of students’ error in solving mathematical word problems in geometry. Journal of Physics: Conference Series, 1157, 042084. https://doi.org/10.1088/1742-6596/1157/4/042084

• Hattie, J., & Brown, G. T. L. (2004). Cognitive processes in asTTle: The SOLO taxonomy (asTTle Technical Report #43). University of Auckland/Ministry of Education. https://dokumen.tips/documents/assessment-tools-for-teaching-and-learning-technical-report-43-.html?page=1

• Huan, Z. C., & Melissa, N. L. Y. A. (2018). Validity and reliability of the mathematics self-efficacy questionnaire (MSEQ) on primary school students. Pertanika Journal of Social Sciences & Humanities, 26(4), 2161-2177.

• Khalo, X., & Bayaga, A. (2015). Analysis of errors due to deficient mastery of prerequisite skills, facts and concepts: A case of financial mathematics. The Journal of Teaching and Learning, 10, 98-113.

• Ibnatul, J. f., Adibah, A. L., & Hawa, S. S. (2021).Assessing statistical literacy level of postgraduate education research students in Malaysian research universities. Turkish Journal of Computer and Mathematics Education, 12(5), 1318-1324.

• Idehen, F. O. (2020). Assessing Nigerian secondary school students’ misconceptions in five basic statistical concepts. Contemporary Mathematics and Science Education, 1(1), 1-6. https://doi.org/10.30935/conmaths/8448

• Ishaku, A., & Idris, M. (2017). Analysis of perceived difficult topics by primary school mathematics teachers and pupils in Dutsin-Ma, Katsina State. Abacus, Journal of the Mathematical Association of Nigeria (MAN), 42(1), 164-177. https://www.mannigeria.org.ng/abstract?sid=ABA-EDU-2017-1-17

• Lynch, E. B., Coley, J. D., & Medin, D. L. (2000). Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices. Memory and Cognition, 28(1), 41-50.

• Kementerian Pendidikan Malaysia. (2015). Kurikulum Standard Sekolah Menengah Matematik – Dokumen Standard Kurikulum dan Pentaksiran – Tingkatan 1 [Mathematics Secondary School Standard Curriculum - Standard Curriculum and Assessment Document - Form 1]. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/16-dskp-tingkatan-1?download=1751:dskp-kssm-tingkatan-1-matematik

• Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Sekolah Menengah Matematik – Dokumen Standard Kurikulum dan Pentaksiran – Tingkatan 2 [Mathematics Secondary School Standard Curriculum - Standard Curriculum and Assessment Document - Form 2]. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/43-dskp-tingkatan-2?download=2265:dskp-kssm-tingkatan-2-matematik

• Nasser, S. N. A., & Lian, L. H. (2021). Development and validation of year five geometrical measurement skills instrument. International Journal of Evaluation and Research in Education, 10(3), 956-965.

• National Council of Teachers of Mathematics. (2020). Catalysing change in middle school mathematics: Initiating critical conversations. National Council of Teachers of Mathematics.

• Newman, M. A. (1983). Strategies for diagnosis and remediation. Brace Jovanovich.

• Ozmen, Z. M., Guven, B., & Kurak, Y. (2020).Determining the graphical literacy levels of the 8th grade students. Eurasian Journal of Educational Research, 86, 269-292.

• Polit, D. F., Beck, T., & Owen, S. V. (2007). Focus on research methods: Is the CVI an acceptable indicator of content validity. Research in Nursing and Health, 30(4), 459-467.

• Reaburn, R. (2011). Students’ understanding of statistical inference: Implications for teaching [Doctoral thesis, University of Tasmania, Australia]. https://iase-web.org/documents/ dissertations/11.RobynReaburn.Dissertation.pdf

• Saidi, S. S., & Siew, N. M. (2019). Assessing students’ understanding of the measures of central tendency and attitude towards statistics in rural secondary schools. International Electronic Journal of Mathematics Education, 14(1), 73-86. https://doi.org/10.12973/iejme/3968

• Sari, D. R., & Bernard, M. (2020). Analisis kesalahan siswa SMP dalam menyelesaikan soal materi statistika di Bandung Barat [Analysis of junior high school students’ errors in solving statistical problems in West Bandung]. Journal of Mathematics Education IKIP Veteran Semarang, 4(2), 223-232.https://doi.org/10.31331/medivesveteran.v4i2.1060

• Stemler, S. E., & Tsai, J. (2008). Best practices in interrater reliability: Three common approaches. In J. W. Osborne (Ed.), Best practices in quantitative methods (pp. 29-49). Sage Publication.

• Smith, T. W., & Colby, S. A. (2007). Teaching for deep learning. The clearing house. A Journal of Educational Strategies, Issues and Ideas, 80(5), 205-210. https://doi.org/10.3200/TCHS.80.5.205-210

• Thong-oon, M., Maitree, I., & Narumon, C. (2021). Cognitive aspects of students’ mathematical reasoning habits: A study on utilising lesson study and open approach. Pertanika Journal of Social Sciences & Humanities, 29(4), 2591-2614.

• Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Pearson.

• Watson, J. M. (2006). Statistical literacy at school: Growth and goals. Lawrence Erlbaum Associates.

• Wijaya, A., Panhuizen, M. V. D. H., Doorman, M., & Robitzsch, A. (2014).Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555-584.

• Yayla, G., & Ozsevgec, T. (2015). Ortaokul öğrencilerinin grafik becerilerinin incelenmesi: Çizgi grafikleri oluşturma ve yorumlama [The examination of secondary school students’ graphic skills: Construction and interpretation of line graphs]. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 23(3), 1381-1400.

• Yun, H. J., Ko, E.-S., & Yoo, Y. J. (2016). Students’ misconceptions and mistakes related to measurement in statistical investigation and graphical representation of data. In D. Ben-Zvi & K. Makar (Eds.), The teaching and learning statistics (pp.119-120). Springer.

• Angateeah, K. S. (2017). An Investigation on students’ difficulties in solving non-routine word problem at lower secondary. International Journal of Learning and Teaching, 3(1), 46-50.

• Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.

• Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ graph interpretation and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275-290. https://doi.org/10.1080/19477503.2018.1480862

• Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165-174. https://doi.org/10.1111/j.1949-8594.2005.tb18156.x

• Chan, S. W., Ismail, Z., & Sumintono, B. (2016). A framework for assessing high school students’ statistical reasoning. PLoS ONE, 11, e0163846. https://doi.org/10.1371/journal.pone.0163846

• Chin, S. F., & Lim H. L. (2018). The effect of computerized feedback on students’ misconceptions in algebraic expression. Pertanika Journal of Social Sciences & Humanities, 26(3), 1387-1403.

• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. memory, attention, and aging: Selected works of Fergus I. M. Craik. Routledge. https://doi.org/10.4324/9781315440446

• Erna, H. W., & Budi, M. (2016, March 12). Kesalahan siswa SMP dalam menyelesaikan soal matemaika berbasis PISA pada konten changer and relationship [Middle school students’ mistakes in solving PISA-based math problems on content changers and relationships]. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajaran, Universitas Muhammadiyah Surakarta, Indonesia.

• Fitriani, H. N., Turmudi, T., & Prabawanto, S. (2018, December 1). Analysis of students’ error in mathematical problem solving based on Newman’s error analysis. Proceeding of International Conference on Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia.

• Fitriyah, I. M., Lilin, E. P., RofiQoh, S., Nikmarocha, & Aning, W. Y. (2020). Analisis kesalahan siswa dalam menyelesaikan soal cerita koordinat cartesius menurut teori kastolan [Analysis of students’ errors in solving the Cartesian coordinate story problem according to the Kastolan theory]. Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 8(2), 109-122. http://dx.doi.org/10.24256/jpmipa.v8i2.1002

• Foo, K. K. (2017). Modelling the relationship between the statistical achievement and cognitive determinants among Malaysian diploma students [Unplished Ph.D.’s thesis]. University of Malaya.

• Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158.

• García-García, J., & Dolores-Flores, C. (2021).Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Math Education Research Journal, 33, 1-22. https://doi.org/10.1007/s13394-019-00286-x

• Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Center for Educator Compensation and Reform.

• Haryanti, M. D., Herman, T., & Prabawanto, s. (2019). Analysis of students’ error in solving mathematical word problems in geometry. Journal of Physics: Conference Series, 1157, 042084. https://doi.org/10.1088/1742-6596/1157/4/042084

• Hattie, J., & Brown, G. T. L. (2004). Cognitive processes in asTTle: The SOLO taxonomy (asTTle Technical Report #43). University of Auckland/Ministry of Education. https://dokumen.tips/documents/assessment-tools-for-teaching-and-learning-technical-report-43-.html?page=1

• Huan, Z. C., & Melissa, N. L. Y. A. (2018). Validity and reliability of the mathematics self-efficacy questionnaire (MSEQ) on primary school students. Pertanika Journal of Social Sciences & Humanities, 26(4), 2161-2177.

• Khalo, X., & Bayaga, A. (2015). Analysis of errors due to deficient mastery of prerequisite skills, facts and concepts: A case of financial mathematics. The Journal of Teaching and Learning, 10, 98-113.

• Ibnatul, J. f., Adibah, A. L., & Hawa, S. S. (2021).Assessing statistical literacy level of postgraduate education research students in Malaysian research universities. Turkish Journal of Computer and Mathematics Education, 12(5), 1318-1324.

• Idehen, F. O. (2020). Assessing Nigerian secondary school students’ misconceptions in five basic statistical concepts. Contemporary Mathematics and Science Education, 1(1), 1-6. https://doi.org/10.30935/conmaths/8448

• Ishaku, A., & Idris, M. (2017). Analysis of perceived difficult topics by primary school mathematics teachers and pupils in Dutsin-Ma, Katsina State. Abacus, Journal of the Mathematical Association of Nigeria (MAN), 42(1), 164-177. https://www.mannigeria.org.ng/abstract?sid=ABA-EDU-2017-1-17

• Lynch, E. B., Coley, J. D., & Medin, D. L. (2000). Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices. Memory and Cognition, 28(1), 41-50.

• Kementerian Pendidikan Malaysia. (2015). Kurikulum Standard Sekolah Menengah Matematik – Dokumen Standard Kurikulum dan Pentaksiran – Tingkatan 1 [Mathematics Secondary School Standard Curriculum - Standard Curriculum and Assessment Document - Form 1]. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/16-dskp-tingkatan-1?download=1751:dskp-kssm-tingkatan-1-matematik

• Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Sekolah Menengah Matematik – Dokumen Standard Kurikulum dan Pentaksiran – Tingkatan 2 [Mathematics Secondary School Standard Curriculum - Standard Curriculum and Assessment Document - Form 2]. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/43-dskp-tingkatan-2?download=2265:dskp-kssm-tingkatan-2-matematik

• Nasser, S. N. A., & Lian, L. H. (2021). Development and validation of year five geometrical measurement skills instrument. International Journal of Evaluation and Research in Education, 10(3), 956-965.

• National Council of Teachers of Mathematics. (2020). Catalysing change in middle school mathematics: Initiating critical conversations. National Council of Teachers of Mathematics.

• Newman, M. A. (1983). Strategies for diagnosis and remediation. Brace Jovanovich.

• Ozmen, Z. M., Guven, B., & Kurak, Y. (2020).Determining the graphical literacy levels of the 8th grade students. Eurasian Journal of Educational Research, 86, 269-292.

• Polit, D. F., Beck, T., & Owen, S. V. (2007). Focus on research methods: Is the CVI an acceptable indicator of content validity. Research in Nursing and Health, 30(4), 459-467.

• Reaburn, R. (2011). Students’ understanding of statistical inference: Implications for teaching [Doctoral thesis, University of Tasmania, Australia]. https://iase-web.org/documents/ dissertations/11.RobynReaburn.Dissertation.pdf

• Saidi, S. S., & Siew, N. M. (2019). Assessing students’ understanding of the measures of central tendency and attitude towards statistics in rural secondary schools. International Electronic Journal of Mathematics Education, 14(1), 73-86. https://doi.org/10.12973/iejme/3968

• Sari, D. R., & Bernard, M. (2020). Analisis kesalahan siswa SMP dalam menyelesaikan soal materi statistika di Bandung Barat [Analysis of junior high school students’ errors in solving statistical problems in West Bandung]. Journal of Mathematics Education IKIP Veteran Semarang, 4(2), 223-232.https://doi.org/10.31331/medivesveteran.v4i2.1060

• Stemler, S. E., & Tsai, J. (2008). Best practices in interrater reliability: Three common approaches. In J. W. Osborne (Ed.), Best practices in quantitative methods (pp. 29-49). Sage Publication.

• Smith, T. W., & Colby, S. A. (2007). Teaching for deep learning. The clearing house. A Journal of Educational Strategies, Issues and Ideas, 80(5), 205-210. https://doi.org/10.3200/TCHS.80.5.205-210

• Thong-oon, M., Maitree, I., & Narumon, C. (2021). Cognitive aspects of students’ mathematical reasoning habits: A study on utilising lesson study and open approach. Pertanika Journal of Social Sciences & Humanities, 29(4), 2591-2614.

• Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Pearson.

• Watson, J. M. (2006). Statistical literacy at school: Growth and goals. Lawrence Erlbaum Associates.

• Wijaya, A., Panhuizen, M. V. D. H., Doorman, M., & Robitzsch, A. (2014).Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555-584.

• Yayla, G., & Ozsevgec, T. (2015). Ortaokul öğrencilerinin grafik becerilerinin incelenmesi: Çizgi grafikleri oluşturma ve yorumlama [The examination of secondary school students’ graphic skills: Construction and interpretation of line graphs]. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 23(3), 1381-1400.

• Yun, H. J., Ko, E.-S., & Yoo, Y. J. (2016). Students’ misconceptions and mistakes related to measurement in statistical investigation and graphical representation of data. In D. Ben-Zvi & K. Makar (Eds.), The teaching and learning statistics (pp.119-120). Springer.