<![CDATA[Disposisi matematis adalah salah satu aspek afektif yang perlu diperhatikan dalam proses perkuliahan, sebab disposisi matematis juga dapat menunjang keberhasilan belajar dalam mengikuti perkuliahan. Penelitian ini dimaksudkan untuk mendeskripsikan disposisi matematis mahasiswa Pendidikan Matematika pada mata kuliah Kalkulus 1 di Universitas Negeri Gorontalo. Penelitian melibatkan mahasiswa pendidikan matematika yang berjumlah 47 orang. Instrumen yang digunakan adalah angket, yang didampingi dengan observasi partisipatif. Disposisi matematis dilihat dari 6 indikator yaitu: (1) Percaya diri; (2) Kegigihan dan Ketekunan; (3) Fleksibel; (4) Minat dan Keingintahuan; (5) Refleksi; (6) Apresiasi. Data dianalisis secara kuantitatif dalam bentuk persentase. Hasil penelitian menunjukkan rata-rata disposisi matematis mahasiswa sebesar 69,57% yakni dengan kategori sedang. Persentase jumlah mahasiswa program studi pendidikan matematika dengan tingkat disposisi matematis yang tinggi, sedang dan rendah berturut-turut adalah 14,89%, 68,09% dan 17,02%. Mathematical disposition is an affective aspect that needs to be developed and improved during lectures because mathematical disposition can support learning success in attending lectures. This study aims to describe the mathematical disposition of Mathematics Education students in the Calculus 1 course at the State University of Gorontalo. The subjects of this study were students of mathematics education, amounting to 47 students. The instrument used is a questionnaire, which is accompanied by participatory observation. To measure the mathematical disposition of mathematics education students in the calculus 1 course, it can be seen from 6 indicators, which are: (1) Confidence; (2) Persistence and Perseverance; (3) Flexible; (4) Interests and Curiosities; (5) Reflection; (6) Appreciation. Data were analyzed quantitatively in the form of percentages. The results showed that in general the average mathematical disposition of students was 69.57%, namely in the medium category. The percentages of students in the mathematics education study program who have high, medium, and low levels of mathematical disposition are 14.89%, 68.09%, and 17.02%, respectively.]]>
