Analysis of determining factors of 21st century mathematical
DOI:
https://doi.org/10.4025/actascieduc.v48.i1.77465Keywords:
creative problem solving; factor analysis; independent curriculum; learning preferences; logical intelligence; student motivation.Abstract
A differentiated learning model is considered the right solution to meet the diverse needs of students in the context of 21st century mathematical skills. In Indonesia, this issue is particularly relevant within the implementation of the Independent Curriculum, which emphasizes student-centered learning, flexibility, and the development of higher-order thinking skills in mathematics education. However, an in-depth analysis is needed to identify factors that can support the effectiveness of this learning model. Quantitative research with a factor analysis approach is used to identify variables or components that significantly influence students' 21st century mathematics skills. Non-cognitive factor data from questionnaire instruments, and cognitive factor data from test instruments. The research instrument meets the validity criteria regarding content and constructs and was reliable. Data analysis used Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and multiple linear regression analysis techniques. The results of the determination analysis show that: The dominant factors influencing students' 21st century mathematics skills (Y) are student motivation (X1), learning style (X3), logical-mathematical intelligence (X7), and creativity in problem-solving (X8) with the best equation model: Y = 0.185X1 + 0.508X3 + 0.226X7 + 0.308X8 + E. The interaction between student motivation, learning style, logical-mathematical intelligence, and creativity creates an ideal learning ecosystem. Motivation enhances students’ capacity to explore learning approaches aligned with their learning preferences, while logical-mathematical intelligence and creativity provide a foundation for effective problem-solving. Within the context of the Indonesian education system, these findings offer an empirical basis for designing differentiated.
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