A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

Rusyda, Nurul Afifah; Kusnandi, K.; Suhendra, S

doi:10.1088/1742-6596/895/1/012081

Cited by 10 publications

(3 citation statements)

References 2 publications

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“…Although students are accustomed to using closed problems in learning mathematics, in fact students' problem solving abilities in solving closed problems are not much different from students' problem solving abilities in solving open problems. This is in line with research conducted by Rusyda, Kusnandi, and Suhendra (2017) which states that the level of achievement of students' mathematical problem solving abilities in geometry is still low. This is because students are not accustomed to solving problems that measure mathematical problem solving abilities, weakness in remembering previous knowledge, and lack of problem solving frameworks.…”

Section: Introductionsupporting

confidence: 90%

Analysis of Difficulties of Junior High School Students in Solving Closed and Open Mathematical Problems

Anggraeni

Juandi

Usdiyana

2022

ijeer

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This study aims to describe the difficulties of junior high school students in solving closed and open mathematical problems and to describe the causes of junior high school students experiencing these difficulties. As many as 25 students of class VIII-D from one of the State Junior High Schools in Bandung Regency were used as research samples. Data was collected by using test techniques, interviews, and document studies. The stages of data analysis carried out are data collection, data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in converting the problem into a mathematical model, determining the required decision variables, calculating multiplication and division operations, and determining more than one answer in solving open problems. The difficulties experienced by these students are caused by the following: students feel that the problem given is something new, students are less careful in understanding the problems given, students still do not master the material, students are less careful in performing arithmetic operations, and students not accustomed to solving problems in the form of problem solving and open questions.

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Section: Introductionsupporting

confidence: 90%

Analysis of Difficulties of Junior High School Students in Solving Closed and Open Mathematical Problems

Anggraeni

Juandi

Usdiyana

2022

ijeer

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“…Mind maps are the whole brain utilization technique by using visual images and other graphical infrastructure to form an impression [4]. Mind mapping is the easiest way to enter information into the brain and to extract information from the brain [15].…”

Section: The M-apos Approach Is Assisted By Mind Mapsmentioning

confidence: 99%

Learning Practices Learning Based Approach M-Apos to Improve Communication Capability Mathematic Participants Grade VII of Junior High School

Yerizon¹,

Abdullah²,

Yerizon³

et al. 2018

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)

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The ability of mathematical communication is the ability that must be possessed by learners in math. At present the mathematical communication skills in Indonesia are still relatively low, this is evidenced by several studies that have been carried out for students' mathematical communication skills. In this study, mathematical communication skills were improved through learning tools with the M-APOS approach with mind mapping assisted with products produced in the form of RPP and LKPD that could be used to teach material in the second semester of grade VII of Junior High School curriculum 2013. The purpose of this study is to produce practical learning tools for use in the classroom learning. The development model used in this research is a Plomp model consisting of 3 phases, ie preliminary analysis phase, development phase or prototype making, and assessment phase. However, the focus of this research is the assessment phase, which is based on teacher questionnaire, student's questionnaire and observation sheet by the researcher and one of the other mathematics teachers on the learning done by the math teacher. Aspects assessed at the practical stage are aspects of attractiveness, process of use, ease of use, time and equivalence. The results showed that the learning device with the M-APOS approach assisted by mind mapping was practically used in the learning process in the classroom. Based on the calculation of the value of practicality including high category.

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“…The low ability on geometry problem solving caused by some factors: the students are not familiar with mathematical problem; the weak memory of previous knowledge; and lack of problem-solving framework [4]. In addition, students' common mistakes in solving the problem of mathematical problem solving are carelessness or inaccuracy, errors in transforming information, process skill errors, and misunderstanding of the problems [5].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students` Mathematical Problem Solving Ability Through Brain Based Learning Approach

Rusyda¹,

Rusdinal²,

Dwina³

2018

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018)

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The aim of this research is to analyze whether the learning with BBL approach could increase students' mathematical problem-solving ability based on Mathematical Preliminary Skills (MPS). This research type is quasiexperimental with nonequivalent control group design. The population was all 7 th-grade students in one of the junior high schools in Padang. The topic chosen in this study is geometry. The data collecting instrument is tested. The result shows that the enhancement of the mathematical problem-solving ability of students who learn based on Brain-Based Learning (BBL) approach is significantly higher than students who learn based on conventional learning (CL) based on MPS (high, medium, low).

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A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

Cited by 10 publications

References 2 publications

Analysis of Difficulties of Junior High School Students in Solving Closed and Open Mathematical Problems

Analysis of Difficulties of Junior High School Students in Solving Closed and Open Mathematical Problems

Learning Practices Learning Based Approach M-Apos to Improve Communication Capability Mathematic Participants Grade VII of Junior High School

Enhancing Students` Mathematical Problem Solving Ability Through Brain Based Learning Approach

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