An analysis of students problem solving skills using a realistic mathematics approach on integers materials

Sipayung, Tetty Natalia; Anzelina, Dewi

doi:10.1088/1742-6596/1211/1/012083

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…Solving mathematical problems derived from mathematical problems in the form of a mathematical problem in which there needs to be a solution. There are two types of mathematical problem solving namely routine problem solving and nonroutine problem-solving (Sipayung & Anzelina, 2019). Routine problem solving uses standard procedures known in mathematics (Kurniati and Zayyadi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Supardi¹

2021

TURCOMAT

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This study aims to describe the commognitive analysis of students' errors in solving High order thinking skills problems. The problem of this study is that students have difficulty of solving mathematical problems because students do not build their own knowledge of mathematical concepts but tend to memorize concepts so that when students solve math problems students often make mistakes and do not find solutions to solve these problems. Students also taught themselves that math is difficult. This type of research is a qualitative description. The research subjects were three grade X students of Senior High school 1 Pamekasan. The instruments used in this study were mathematical problem seets and semi-structured interviews. The results showed that students experienced faults in 1) word use (mistake writting mathematical symbol and not consisstent in writting naming. the factors are hasty, inaccurate, not understanding the questions, incomplete writing is known, and asked, not understanding the material.); 2) Visual mediator (mistakes in drawing or illustrating the problem. Student is not using visual mediators, some students use visual mediators but are still wrong and use it,); 3) Narrative (not writing the formula but writing the results directly. Student mistakes also occur because students do not know the strategy that will be used to solve them, while the students' mistakes made at this stage are: students are wrong in writing the formula definition sine and wrong for not writing the formula.); 4) Routine (inaccurate in arithmetic operations so that the final answer is wrong. The mistakes of some students in general in doing routine are the students doing wrong calculations, wrong in substituting values or numbers that are known in the formula.). With this research, teachers can find out where the difficulties and misconceptions of students are in doing it so that it becomes new learning for students to improve learning outcomes and minimize errors.

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Section: Introductionmentioning

confidence: 99%

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Supardi¹

2021

TURCOMAT

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“…Students often experience difficulties determining the arithmetic operation to be used and difficulties working on word problems because they cannot understand the meaning of the questions. In learning integer operations, students are still not able to do well, are still not thorough in working, and seem very rushed (Mahmuda, Astuti, Mikdadi, Saputra, & Darmadi, 2021;Sipayung & Anzelina, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Elementary School Students Difficulties’ in Solving Integer Word Problems

Ainia

Amir

2021

mapan

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This type of research is descriptive qualitative with a case study approach. This study aimed to identify forms of students’ conceptual and principle difficulties in solving integer story problems. The research participants were 34 fifth-grade elementary students. The purposive sampling technique was used to select research subjects based on the minimum completeness criteria value. Methods of data collection using tests and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results showed that there were two types of difficulties for elementary school students in solving integer story problems, namely, conceptual difficulties and principle difficulties. The form of conceptual difficulties experienced by students is the difficulty in converting story problems into mathematical form. Besides that, students tend not to write down the steps according to solving story problems, and the principal difficulties experienced by students include errors in performing mathematical calculations. This can be minimized by increasing practice questions in the form of story problems.

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“…One of the most important parts of the mathematics curriculum is a problem-solving ability (Yusri, 2018). Students must have skills in solving problems (Sipayung & Anzelina, 2019). However, most students are still unable to solve math problems in the form of story problems, this can be seen from the PISA data that has been previously described.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Story Problems by Applying the Problem Based Learning Based on Newman's Error Analysis

Yuliana

Taufik

Susanti

2021

AJPM

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his study aims to describe the application of the PBL learning model in mathematics learning, to find out the types of errors that students make in solving math story problems based on Newman's analysis, and what factors are the causes of student errors in solving math story problems. The subjects of this research were students of class VII. The type of research used in this research is descriptive qualitative. Data collection techniques used in this research are observation, written tests, and interviews. The results showed that learning with the application of the PBL model with NEA on the rectangular material went very well during the three meetings that went very well, as indicated by the implementation of each of these learning steps during the learning process going well, this indicates that student activities when the learning process by applying the PBL learning model with the NEA went very well. The error analysis based on the NEA shows that the most mistakes made by students were errors in writing the final answer. This was due to students' mistakes in working on the previous stage and also students who did not write conclusions, the lowest error made by students was transformation errors.

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An analysis of students problem solving skills using a realistic mathematics approach on integers materials

Cited by 5 publications

References 4 publications

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Analysis of Elementary School Students Difficulties’ in Solving Integer Word Problems

Analysis of Story Problems by Applying the Problem Based Learning Based on Newman's Error Analysis

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