Delta-Phi: Jurnal Pendidikan Matematika, vol. 1 (1), pp. 86-90, 2023 Received 15 Feb 2023 / Published 30 Apr 2023 https://doi.org/10.61650/dpjpm.v1i1.43 The Influence of Mathematical Logical Intelligence on Problem Solving Ability in Solving Story Problems Puji Astuti 1, M. Saidun Anwar 2, Choirudin 3, Anindya Eka Juarlan 4, and Emmanuel Hagenimana 5 1. Ma'arif Lampung University, Lampung, Indonesia 2. Ma'arif Lampung University, Lampung, Indonesia 3. Ma'arif Lampung University, Lampung, Indonesia 4. SDN Banjarsari Waysulan, Lampung Indonesia 5. Institut d’Enseignement Superiur-INES Ruhengeri, Rwanda E-mail correspondence to: choirudin.umala@gmail.com Abstract activities, it is necessary to have learning that can encourage students to learn actively so that they can learn logically and honestly and Students typically need help understanding a succession of stories, relating mathematical concepts, and formulating them logically, systematically, understand it easily (Bayzidi, 2021; Gupta, 2021; Ruthotto, 2020). and critically. Thus, students' math skills still need to improve. Students' Mathematics is one of the fields of study taught in elementary mathematical intelligence, which has yet to be employed to solve story- schools, junior high schools, and general high schools (Bukchin, 2018; form questions, affects their math abilities. This study examines MTs Howlader, 2018; Root, 2017). Some say mathematics is the science of Walisongo Sukajadi class VIII students' mathematical and logical abilities. numbers and space (Garg, 2020; Taiwo, 2021; Tawhid, 2018). Therefore, This research is quantitative and ex post facto. This study included 25 MTs mathematics is required at all levels of education, starting from Walisongo Sukajadi class VIII pupils. This study randomly selected 25 pupils from the population. Data is collected using surveys and tests. Data analysis elementary school, middle school, and college (Li, 2020; Ribas, 2019; uses Simple Linear Regression. This research found that Y = -8.728 + 0.958X Shah, 2018). The aim of mathematics lessons is so that students can solve is the regression equation from the analysis above. Statistical hypothesis problems, which includes the ability to understand problems, design testing yields Fcount = 50.200 and Ftable = 4.22. Since Fcount > Ftable and mathematical models, complete mathematical models, and interpret the 0.000 > 0.05, H0 was rejected. This suggests that mathematical and logical solutions obtained (Cholily et al., 2020; S. N. Hasanah et al., 2021; intelligence positively and significantly affects SPLDV tale problem-solving. Sugianto et al., 2022). The R2 value of 0.686 shows how much mathematical and logical intelligence affects problem-solving. After utilizing the determinant Every teacher in mathematics learning is expected to be able to method was 68.6%, meaning logical intellect contributed 68.6% to optimize students in mastering concepts and solving problems by thinking problem-solving, whereas other variables contributed 31.4%. critically (Cholily et al., 2023), logically (Sekaryanti et al., 2022), systematically (Wicaksono et al., 2021), and structured (Baskoro et al., Keywords: Logical-Mathematical Intelligence, Problem Solving, Story 2006). Based on Minister of Education and Culture Regulation Number 2 Problems. of 2016 regarding learning objectives, namely: (1) Understand mathematical concepts, describe the relationship between mathematical concepts, and apply concepts or logarithms efficiently, flexibly, accurately Introduction and precisely in solving problems, (2) Reason patterns like mathematics, developing or manipulating mathematics in constructing arguments, Education is a conscious and planned effort to create a learning formulating evidence, or describing mathematical arguments and atmosphere and learning process so that students can develop their statements, (3) Solving mathematical problems which include the ability potential to have religious and spiritual strength, self-control, to understand problems, develop mathematical solution models, and personality, intelligence, noble morals, and the skills needed by provide appropriate solutions, and (4) Communicate arguments or ideas themselves, society, and the country (Alemour, 2019; Elsakaan, 2018; using diagrams, tables, symbols, or other media to clarify problems or Qin, 2017). To achieve mathematics learning objectives in learning situations (Astutik et al., 2022; Laila et al., 2023; Ningtyas et al., 2023). © 2023 Astuti et al (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0. (http://creativecommons.org/licenses/by/4.0/). Astuti et al.: The Influence of Mathematical... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 86-90, 2023 The ability to solve mathematical problems can be known through lower group. Then, the results of the work of the three subjects were students' questions in the form of descriptions because, from the form analyzed for errors based on the indicators of the Newman stages test of the description questions, we can see the steps taken by students in questions—mathematical logic and linguistics on students' solving a problem in the description questions in the form of story mathematical problem-solving abilities in solving story problems on problems (Fatra et al., 2023; Martunis et al., 2023; Sudiantini et al., SPLDV material. The data in this research are in the form of 2023). Many story questions are found in every discussion of the questionnaires and student test results. material. Because it is an example of everyday life, students' ability to In this research, researchers try to describe symptoms, events, and solve story problems can be seen from the learning outcomes and the occurrences that are occurring at present using a questionnaire. This process of solving them (Dwirahayu et al., 2023; Rokhmawati et al., research includes a comparative or ex post facto method of the 2022; Yulianeta et al., 2021). variables studied. According to Sugiyono, ex post facto is research Based on the researcher's experience and information, MT carried out to examine events that have already occurred and look back Walisongo students still need to improve at working on and solving story to discover the factors that could have caused the incident9. This problems. On average, MT Walisongo students prefer to avoid story research was carried out at MTs Walisongo Sukajadi in class VIII in the problems. This can be seen from the students' learning results in the odd semester of the 2022/2023 academic year. previous material, specifically for story questions; the SPLDV material According to Sugiyono, a valid instrument means the measuring scored 60, even though the minimum limit is 75. The factor of students' instrument used to obtain valid data (Darmayanti, 2023). The inability to solve story problems on SPLDV material is that students will instruments that must be validated are the mathematical, logical need help understanding the meaning of the story problems. After all, intelligence questionnaire sheet, problem-solving ability test sheet for they have difficulty changing the form of story questions on SPLDV solving story problems, and documentation. The results of the total material into mathematical models. average value for all aspects (Va) are then interpreted into validation, Based on the learning objectives of the mathematics problem, at which is tested by the instrument and can be declared valid so that it least (Astuti et al., 2023; Jannah et al., 2023; Usmiyatun et al., 2023). can be used if the value of Va≥𝟑. Research instruments can be used if One competency that students are expected to have after studying they have reached valid or very valid criteria (Ahmed et al., 2023). mathematics is problem-solving abilities, which undoubtedly play an Meanwhile, if the instrument meets the criteria below valid, it essential role in the learning process; problem-solving can also be a needs to be revised by replacing the instrument; the tested questions learning method to train and improve problem-solving abilities in are declared valid. In this research, a Likert scale is used, which is a scale learning activities and mathematics problems. In problem-solving, there used to measure people's opinions, attitudes, and perceptions of social are indicators, including 1) Understanding the question or problem, 2) events or phenomena (Rizki et al., 2023). With a Likert scale, the Making a plan or way to solve it, 3) Resolving the problem, and 4) variables to be measured are described into variable indicators; these Checking the results obtained and the learning steps. indicators are used as a starting point for compiling instrument items, Problem-solvingInternal factors and external factors can influence which can be in the form of questions and statements (Darmayanti, problem-solving; internal factors come from within the student himself, 2022; Gunawan et al., 2023; Zahroh et al., 2023). The answer to each such as motivation, intelligence, self-confidence, independence, and item on the instrument using a Likert scale has a gradation from very attitude. Meanwhile, external factors, such as facilities and positive to very negative. infrastructure, environment, teachers, curriculum, and teaching Descriptive analysis is carried out to determine a variable's high or methods, come from outside the student. One of the internal factors low quality, namely, the problem-solving ability of the final score. Then, that comes from within the student himself is intelligence. These two the average of all students' mathematical problem-solving ability scores factors support each other, but internal factors dominate student will be calculated. learning success. These factors are logical-mathematical intelligence and learning Results and Discussion independence. Students with high logical-mathematical intelligence the research was carried out in the even semester on Tuesday, tend to understand a problem and analyze and solve a problem 17 February 2023, to 25 February 2023, with a research sample of 25 appropriately. Likewise, students with high logical-mathematical students, namely students who were in class VIII MTs Walisongo. There intelligence will have high learning outcomes in mathematics learning were 25 male students in the class, so the total number of subjects activities. Seeing the problem of the relatively low learning outcomes of present during the research took the mathematical and linguistic class VIII MTs Walisongo students, the researchers were interested in logical intelligence test, and the mathematical problem-solving ability researching: "The Influence of Mathematical Logical Intelligence on test was 25. The following is data on students in class VIII at MT Problem Solving Ability in Solving Story Questions on SPLDV Material." Walisongo Sukajadi. Research Methode Data from logical-mathematical intelligence and mathematical problem-solving ability test results can be analyzed using SPSS for The type of method used in this research is quantitative research. Windows version 17. According to Sugiyono, quantitative research methods can be interpreted as research methods that are based on the philosophy of a) Normality test positivism. The data collection technique uses research instruments; the data analysis is quantitative to test the established hypothesis The normality test proves whether the data obtained is usually (Mustakim et al., 2023). distributed (zero residual). This normality test will test variable data (X) and variable data (Y). This approach is a scientific method because it meets scientific principles, namely concrete, objective, measurable, rational, and Table 1. Normality Test Results. systematic (Laila et al., 2022; Triono et al., 2023; Vidyastuti et al., 2018). Logical- Problem- Research with a quantitative approach emphasizes the analysis of Mathematical solving skill numerical data (numbers), which are processed using statistical Intelligence methods (Darmayanti et al., 2023). This research aims to determine N 25 whether the results of selected subjects are based on the I test score in Normal Mean 25 61.04 the form of an algebraic form operation story. Parameters Subject 1 (SU1) is a subject of the upper group, while subject 2 (SU2) Most Extreme Std. 72.80 10,784 is a subject of the middle group, and subject 3 (SU3) is a subject of the Deviation 87 Astuti et al.: The Influence of Mathematical... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 86-90, 2023 differences Absolute 13,235 ,112 α = 0.05, it shows that sig. Deviation from Linearity is 0.129, meaning a significant linear relationship exists between the variables Positive ,206 ,112 Mathematical Logical Intelligence (X) and Mathematical Problem Kolmogorov- negative ,151 -.106 Solving Ability (Y). Smirnov Z -.206 ,561 Asymp. Sig.(2- 1,030 ,911 c) Simple Regression Test tailed) The Simple Regression Test aims to forecast or predict the ,239 magnitude of the value of the dependent Variable, which is influenced by the independent variable, so it can determine whether mathematical, logical intelligence influences students' mathematical problem-solving abilities. Test distribution is Normal. Table 3. Simple Regression Test Results for Coefficients Research Data The Kolmogorov Smirnov test on SPSS with a significance level of Standardiz α = 0.05 shows that sig. Mathematical Logical Intelligence is 0.239 and Unstandardized ed sig. Mathematical Problem-Solving Ability is 0.911, which means both Model Coefficients Coefficien are greater than 0.05, so it can be concluded that the research sample ts Q Sig. data comes from a normally distributed population. B Std.Error Beta b) Linearity Test 1(Constant) -8,728 9,924 ,828 -.879 ,388 The linearity test determines whether the independent variable Intelligence ,958 .135 7.08 data has a linear relationship with the dependent Variable. This test is Logical 5 ,000 usually used as a prerequisite in applying the linear regression method. Table 2. Linearity Test Results Dependent Variable: Problem Solving Sum Of Mean Df In the coefficients table, in column B, the constant (a) is -8.728, Squares Square F Sig. while the value of X(b) is 0.958, so the regression equation can be Solution written as: Between Group 9 (Combined) Y = a + b. X Problem = -8.728 + 0.958X 1 Linearity Logical 8 262.121 9.104 ,000 intelligence The coefficient b is called the regression direction coefficient and Deviation 2359.093 15 1914.015 66,479 ,000 states the average change in variable Y for every change in variable X From 1914.015 24 55,635 1,932 ,129 of one unit. This change increases if b is positive and decreases if b is Linearity 445,078 28,791 negative. So from this equation, it can be translated as: 431,867 a) The constant of -8.728 states that if there is no X value, then the Y Within Group 2790.960 value is -8.728 Total b) The X regression coefficient of 0.958 states that for every additional 1 X value, the Y value increases by 0.958. According to the ANOVA test on SPSS with a significance level of Table 4. Simple Regression Test Results for Anova Research Data Std. Error Model R df AdjustedR of the Mean Square Square Estimate 1 Regression 1 50,200 . 000a n 1914.015 23 19914.015 Residual 876,945 24 38.128 Total 2790.960 Predictors: (Constant), Logical intelligence Dependent Variable: solving In the table above, the resulting value is F-count = 50.200 and F- This research was conducted to determine the influence of table = 4.22, which means F-count > F-table. So, H0 is rejected, which mathematical and logical intelligence on problem-solving abilities in class means that mathematical and logical intelligence influence problem- VIII SPLDV material at MTs Walisongo Sukajadi. solving abilities in solving story problems on SPLDV material. The analysis results show that the regression equation obtained is Table 5. Simple Regression Test Results for Research Data Y = -8.728 + 0.958X. Based on statistical hypothesis testing, Fcount = 50.200 and Ftable = 4.22. So, the decision was made that H0 was rejected Adjusted R Std. Error of Model because Fcount > Ftable and the magnitude of significance was 0.000 > R R Square Square the Estimate 0.05, meaning that mathematical and logical intelligence positively and 1 .828a ,686 ,672 6,175 significantly influenced the ability to solve story problems on SPLDV a. Predictors: (Constant), Intelligence material. b. Dependent Variable: Solution The regression equation can predict the dependent Variable. This is Then, to find out how much the contribution of mathematical proven by the results of the significance test of the regression logical intelligence influences problem-solving abilities, it can be seen in coefficient of the logical intelligence variable (b), which shows that it is Table 5 that the Summar Model output shows an R2 value of 0.686. Then, significant because the t-count value = 7.085 and t table = 1.714. So, t- after calculating using the determinant formula, it was found to be 68.6%, count > t-table, the significance level is 0.000 > 0.05. So, mathematical which means that logical intelligence contributed 68.6% to problem- and logical intelligence can predict problem-solving abilities in SPLDV solving abilities, while other variables influenced the remaining 31.4%. story problems. So, the regression equation can be explained as follows: 88 Astuti et al.: The Influence of Mathematical... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 86-90, 2023 The constant of -8.378 states that if the value of mathematical, 3. Bulletin of the Institute of Combinatorics and Its Applications, logical intelligence is 0, then the value of solving ability on SPLDV story 46, 99–109. problems is -8.378. The regression coefficient of 0.958 has a positive Bayzidi, H. (2021). 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