Photomath-assisted contextual learning and students’ mathematical reasoning: examining the role of logical-mathematical intelligence
DOI:
https://doi.org/10.33474/jpm.v12i2.25881Keywords:
Contextual Learning, Photomath, Logical-Mathematical Intelligence, Student Reasoning, ModeratorAbstract
This study aims to examine the effect of Photomath-assisted contextual learning on students’ mathematical reasoning and to investigate the moderating role of logical-mathematical intelligence in the relationships between learning and mathematical reasoning at Islamic Junior High School Madrasah Tsanawiyah (MTs) Al Washliyah Tanjung Morawa. This study employs a quantitative approach with a quasi-experimental pretest-posttest control group design. The study population consisted of 129 eighth-grade students. Using purposive sampling, two classes were selected: 31 students in the experimental class and 32 students in the control class. The research instruments consisted of a mathematical reasoning test and a logical-mathematical intelligence questionnaire. The data were analyzed using an independent-samples t-test and two-way ANOVA . The data were analyzed using an independent-samples t-test, which showed no statistically significant difference in logical-mathematical intelligence scores between the experimental and control groups, t(61) = 1.662, . The two-way ANOVA revealed a statistically significant main effect of the learning class on students’ mathematical reasoning, F(1,59) = 83.551, p < 0.001. In contrast, the main effect of logical-mathematical intelligence was not statistically significant, F(1,59) = 0.215, p = 0.644. The interaction between learning style and logical-mathematical intelligence was also not statistically significant, F (1,59) = 0.456, p = 0.502. Thus, logical-mathematical intelligence did not have a statistically significant moderating effect on the relationships between learning style and students’ mathematical reasoning.
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