MATHEMATICAL DISPOSITION OF STUDENTS THROUGH THE APPLICATION OF THE CTL TO BASIC STATISTICS LECTURES

Mathematical disposition is one aspect that influences a person's success in learning, because mathematical disposition is a person's attitude towards appreciating mathematics. This research aims to describe the mathematical disposition of students in the Mathematics Education Study Program at PGRI University of West Sumatra in the Basic Statistics course. The research subjects were 28 students from the class of 2021. The instruments used were a mathematics disposition questionnaire and interview sheets. Mathematical disposition is seen using 6 indicators, namely: 1) self-confidence, 2) curiosity, 3) feeling capable, 4) happy, diligent and diligent, 5) flexible, 6) reflective. The data analysis technique uses quantitative descriptive analysis techniques in the form of percentages. The results of this research show that learning outcomes have increased from the average pretest score (62) to posttest score (87). Based on the results of the Shapiro-Wilk statistical test, it was obtained that 0.03 was smaller than 0.05 and had a normal distribution, so the results of this research were acceptable and had a significant effect on students' mathematical disposition through the CTL approach


INTRODUCTION
Every human being has problems in his life.This problem is a learning process and being able to find solutions and have a positive view of mathematics.One of the courses that can motivate students to have a positive view of mathematics is the basic statistics course.This course not only improves understanding of the material, but also improves other abilities.One of them is the ability to have a positive view.According to the National Council of Teachers of Mathematics, standards for mathematical abilities include (1) conceptual understanding related to operations and relationships; (2) procedural skills that are flexible, accurate and efficient; (3) methodological skills (ability to formulate mathematical disposition indicators, represent, and have a positive view of mathematics); (4) adaptive reasoning (ability to logically, reflexively, explain and justify); and (5) productive disposition (a habitual tendency to assess mathematics which can be assessed and increased Mathematical Disposition of Students through the Application of the CTL to Basic Statistics Lectures through self-persistence) (Delyana, Rismen, and Handayani 2018).Based on point 3 in the mathematics ability standards in increasing the ability to have a positive view of mathematics.This ability can develop students' mathematical knowledge.One of the abilities that students have in learning mathematics, especially statistics, is that it can increase the ability to have a positive view of mathematics.Basic Statistics is a mandatory subject in the Mathematics Education Study Program.This Basic Statistics course is widely used in everyday life, for example to calculate land area or construct buildings.One of the goals of studying Basic Statistics is how students can have a positive view of mathematics in solving Basic Statistics problems (A.Asmar & Delyana, 2020;Nurmi et al., 2020) In having a positive view of mathematics, students are expected to be able to understand Basic Statistics well.To have a positive view of mathematics, there are many things that must be considered, such as persistence in learning, interest in the subject matter, cultivating curiosity within oneself, and so on.Learning success is influenced by toughness, tenacity, study habits, independence and responsibility in learning (Sunendar, 2017;Yusri et al., 2019).Apart from the ability to have a positive view of mathematics which is categorized in the cognitive aspect, there are affective and psychological aspects that need to be given attention in the learning process, one of which is mathematical disposition.This mathematical disposition is an interest in mathematics which is demonstrated by a pattern of thinking and actions that have positive elements, self-confidence, knowledge, persistence in solving problems, enthusiasm in learning, reflectiveness in carrying out mathematical activities (Ali Asmar & Delyana, 2020;Qohar & Sumarmo, 2013).In learning mathematics, it is not only the cognitive aspect that needs to be developed, but the affective aspect also needs to be given attention in order to build student character in education.Likewise with learning mathematics, if students try to solve a mathematical problem, they need confidence, tenacity, curiosity and a mindset.One of the affective aspects that needs to be developed is a mathematical disposition as stated by Syofyan Machmud, 2022.A positive mathematical disposition will encourage positive thinking and action (Akbar et al., 2017;Machmud et al., 2022).Mathematical disposition is a tendency to think positively about mathematics (Fatimah & Sundayana, 2022;Priatna Martadiputra, 2012).This is in line with other opinions which state that mathematical disposition is one of the supporting factors in achieving success in students' mathematics learning.Students need a mathematical disposition to solve problems responsibly and get used to working mathematically.Student attitudes towards mathematics cannot be separated from students' mathematical abilities.Students have weak skills and have a negative attitude towards mathematics.On the other hand, students who have a positive attitude towards mathematics will also have good abilities (Andani et al., 2016;Charles-Toussaint & Crowson, 2010)This is proven based on data on average student learning outcomes for the even semester of the 2020/2021 academic year and 2021/2022, only 43% passed.This means that students do not understand the teaching material or their mastery of basic statistics material is relatively low.The results of observations made so far show that students do not want to ask questions if they are having difficulty, if they are asked for an opinion, not many can give an opinion, students quickly give up if there is a difficult task so they don't do it.Therefore, it is important for us to review students' mathematical dispositions.A positive mathematical disposition has a positive role or impact on students in solving mathematical problems (Logawe et al., 2021;Sugiyanti et al., 2017) The results of interviews conducted with several students showed that students were less confident in expressing their opinions.Then from that, students find it difficult to understand the teaching material themselves and they mostly wait for explanations from the lecturer.So it 254 KOLOKIUM Jurnal Pendidikan Luar Sekolah Volume 11 (2) appears that student learning independence is still minimal.Learning Independence is one aspect of mathematical disposition.Students who have learning independence means being able to take the initiative with or without other parties, being able to determine their learning goals, being able to identify teaching materials, being able to choose and implement appropriate learning strategies and evaluating their learning outcomes (Engberg & Hurtado, 2011;Friantini & Winata, 2020;Khandaghi et al., 2011).Based on the problems above, this research aims to analyze students' mathematical disposition in learning Basic Statistics. 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METHOD
This research uses descriptive quantitative methods with the object being students of the third semester of the PGRI University of West Sumatra in the Basic Statistics course.The research instrument was taken from the results of questionnaires and interviews.Questionnaires were given before and after implementing CTL learning.The test instrument is given to students in the form of a questionnaire.The questionnaire provided contains mathematical disposition indicators.The following is to determine the score for increasing statistical reasoning abilities using Hake's (1999) normalized gain formula, namely: The results of the normalized gain calculation are then interpreted using the classification from Hake (2002), namely:

DISCUSSION
Results of normality and homogeneity testing of students' mathematical disposition scores using SPSS 25 with the Shapiro-Wilk test.Following are the results of the normality test for the two groups.

Table 2. Normality Pretest
Based on table 2, it appears that the significance value (p) in the Shapiro-Wilk test is 0.127 (p > 0.05), so that based on the Shapiro-Wilk normality test the data is normally distributed.This is also visible in figure 1 below.
Figure 1 explains that in this image the diagonal gradients follow a normal distribution.On the graph, the points near the line are the appearance of the data when tested.If the points are predominantly near the line, it is concluded that the results of the data tested follow a normal distribution.The results of the pretest normality test and the results of the pretest normality test graph are supported by the results of the posttest normality test and the results of the posttest normality test graph along with the table below.Problem solving in basic statistics learning is very important in mathematics learning because this learning aims to solve problems related to daily life (Abidin et al., 2018;Yanti et al., 2017).Problem solving is finding a solution to a difficulty in order to achieve a goal that is obtained (Fajri, 2017).Problem solving in basic statistics learning where knowledge and skills are integrated to describe ideas or mathematical foundations that are created to be put together in the form of statements, stories in mathematical language (Pratama et al., 2020;Yuan et al., 2019).From the above problem solving, it can be concluded that mathematical problem solving abilities can be used to improve students' skills to apply them in everyday life.The elements in problem solving abilities are (1) goals that can find solutions; (2) material related to achieving a combined solution can be resolved well; (3) a set of operations in the form of actions that can reach a solution; (4) the set can violate problem solving.Indicator of problem solving ability.Indicators for solving mathematical problems mentioned by (Pratiwi & Widjajanti, 2020;Sutriyono et al., 2020) such as: (1) (1) Identifying adequate data for solving problems; (2) Making mathematical strategies based on daily life; (3) Application of strategies in solving problems in mathematics; (4) Identifying problem results in checking the correctness of the answer results; (5) Application of mathematics in a meaningful way.
The results of the opinion above can be concluded that the indicators of problem solving ability are explained as below (1) Identify elements that are known, asked, and elements that are adequate and needed; (2) Strategic planning in finding solutions; (3) Determine the method for solving problems; (4) Examination of the results obtained from the verification of the conclusions of students' answers Apart from that, this research requires indicators of problem solving ability, but requires a score rubric as a reference in providing mathematical problem solving ability test scores.
Mathematical disposition is an aspect categorized as affective that teachers need and pay attention to in learning.Mathematical disposition is a mathematical assessment and character that needs to be improved through four strategies, namely: (Andani et al., 2016;Qohar & Sumarmo, 2013;Sumarmo et al., 2012) If students have an attitude in solving problems, this behavior is behavior that has confidence and is positive.A foundation that students can understand that basic statistics can be learned.On the other hand, if students do not have the ability to solve problems, it will be difficult to solve mathematical problems well.The mathematical disposition indicators are explained as follows: (1) Have confidence in using mathematics, solving problems, providing and communicating ideas; (2) Identify mathematical ideas for finding solutions; (3) Tenacity in completing mathematical tasks; (4) The tendency to supervise, reflect on students' abilities and logical thinking; (5) Assessing the application of mathematics in other situations and implementing it into situations that are realized in daily life; (6) Reflections carried out and seen are based on the mindset of situations that arise in other aspects of everyday life; (7) Flexibility in completing mathematics assignments through the realization of mathematical ideas applied in solving problems The following is the student's mathematical disposition scale score based on mathematical disposition indicators, as explained below.Able to identify problems and understand solutions to problems that arise Source: (Jamiah, 2018) Based on the results of categorizing the mathematical disposition of students in the Mathematics Education study program, the research results showed that the average mathematical disposition of students was 77.5%, which was in the medium category.The percentage of self-confidence is 82.5% and curiosity is 85.75% in the high category, selfconfidence is 69.5%, happy, diligent and persistent is 70%, flexibility is 80.5%, and reflective is 72%, all of which are within medium category.This illustrates that the mathematical disposition of students in basic statistics courses is mostly in the medium category and there is no low mathematical position.
the lesson to completion and understand the material provided reflective

Table 1 . Gain Classification
Carry out a normality test to determine the normality of pre-test, post-test score data and normalized gain of mathematical communication skills using the Shapiro-Wilk statistical test with a significance level of α = 0.05.Next, a t test was carried out to see the extent of the significance of the CTL model in improving students' mathematical disposition.

Table 3 . Normality Postest Tests of Normality
, it appears that the significance value (p) in the normality test has a significance value of 0.064 so that based on this normality test the data can be said to be normal.This is also visible in figure2below.

Picture 2 Normality of Postest in Graphic Mathematical
: (1) Gain a correct understanding of Disposition of Students through the Application of the CTL to Basic Statistics Lectures mathematical disposition; (2) Make a habit with a mathematical disposition; (3)Provide examples of mathematical dispositions given by the teacher; (4) Learning mathematics, especially basic statistics in an integral, partial and separate manner Students' mathematical disposition can be developed if competency aspects are studied.