Gender Differences in Mathematics Ability of Junior High School Students based on Bloom's Taxonomy


  • Jeri Araiku Universitas Sriwijaya
  • Rhodinus Sidabutar Universitas Palangka Raya
  • Jackson Pasini Mairing Universitas Palangka Raya



gender, bloom's taxonomy, cognitive level, mathematics ability


Based on the merit, the uncertainty of the results, and the lack of depth of existing researches in connecting gender and cognitive level, hence, the purpose of this research is to analyze the difference of students’ mathematics ability in bloom’s taxonomy domain based on gender. This research is quantitative research with 156 students taken as sample, consisted of 81 male and 75 female students. Two-way anova employed in this study, with LSD (Least Significant Difference) and HSD (Honestly Significant Difference) as post hoc test. The results show that all assumption tests for variance analysis are fulfilled. From two-way anova test, obtained the result that Fcount > Ftable at α = 0.05 (Fcount = 10.57 dan Ftable = 2.22) which means that there is interaction between gender and students’ cognitive level. LSD test shows that at level C1, male students perform better than female groups. However, there is no difference between both groups for overall performance. HSD test also reveals that there is significant different on students’ performance in C1, C2, and C3, but not in C4, C5, and C6.


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How to Cite

Araiku, J., Sidabutar, R., & Pasini Mairing, J. (2019). Gender Differences in Mathematics Ability of Junior High School Students based on Bloom’s Taxonomy. Jurnal Gantang, 4(1), 15–25.




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