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Mathematics is one of the subjects taught in school. One of the functions of mathematics is as the formation of the mindset and the development of reasoning to overcome various problems, either problems in subjects or in everyday life. This is in line with the objectives of mathematics learning in the K-13 curriculum are: (1) the problem-solving ability; (2) the communication ability; (3) ability to make connections; (4) the reasoning ability and (5) the ability of representation. One of the capabilities to be developed is the ability of mathematical connections. According to Garcia and Flores (2017), mathematical connections are a cognitive process in which one connects two or more ideas, concepts, definitions, theorems, procedures, representations and meanings among the mathematics itself, with other disciplines or with real life. If students can not connect concepts in mathematics, students will have difficulty understanding the mathematics themselves. However, if students can connect mathematical ideas, their understanding will be deeper and longer-term.

 

In fact, mathematical connection ability is still low. This is reinforced from the results of research conducted by Siregar and Surya (2017) which shows that students' mathematical connection ability is still low, this can be seen from the percentage indicator of mathematical connection ability of students in relating mathematics with daily life is 51.11 % and are in the category less, while the indicator of mathematical connection ability of students in relating objects and mathematical concepts is 17.78% and are in very less category.

This study aims to examine the ability of mathematical connections in students based on existing literature materials.

 

The type of this study is a qualitative with literature (library research), the materials are library books and other sources that are all based on bibliography. The data collected by relying on data library without empirical test.

 

Based on the results of a study of the mathematical connection ability of students from literature materials or existing literature, it can be concluded that students' mathematical connection ability is still relatively low. This is apparent in the not yet achieved indicators of mathematical connection ability.

 

To overcome these problems, teachers are expected to design learning that can improve students' mathematical connection ability.

mathematical connection ability, mathematics.