Analisis Kemampuan Pemahaman Siswa dalam Menyelesaikan Soal Cerita Program Linier di Kelas XI

Agustina, Agustina; Syaifudin, Syaifudin; Supriadi, Agus

doi:10.30656/gauss.v2i1.1082

Cited by 2 publications

(4 citation statements)

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“…Students were not able to study what was known and what was asked in the questions. This is supported by a research (Agustina et al, 2019) that students cannot interpret the meaning of a problem. Students face difficulty in solving the questions caused by a) the purpose of the questions is not understood by the students, b) the students do not pay attention to the questions properly.…”

Section: S2 S25mentioning

confidence: 89%

“…Through the application of everyday problems with story questions related to Mathematics (Bernard & Senjayawati, 2019). This will make students understand more about the teaching material (Agustina et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…So it is necessary to update the learning process that is designed so that students can understand the concept. Previous research (Agustina et al, 2019) stated that students' understanding in solving story problems at the high school level was categorized as sufficient. The story questions given are routine questions taken from printed books.…”

Section: Introductionmentioning

confidence: 99%

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The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

Mayasari

Habeahan

2021

JPMIPA

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This study aims to describe the ability of students to understand concepts in solving story problems. The research subjects were 28 grade VII students of SMP Negeri 8 Merauke. Data collection techniques were carried out in tests of students' abilities in understanding concepts and unstructured interviews. The test used to measure the concepts is in the form of description questions and 4 questions with integer operation material on the story problem. From the data analysis, it was concluded that the students' ability at high ability could master the 6 indicators of concept understanding, students in the moderate category mastered 5 indicators of concept understanding, students in the low category mastered 4 indicators of conceptual understanding. It can be concluded that the students' concept understanding ability is in the medium category.

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Section: S2 S25mentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

Mayasari

Habeahan

2021

JPMIPA

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“…It can be interpreted that the better or higher the verbal abilities possessed by students, their ability to solve word problems will be better or higher [24]. In addition, good verbal skills impact the results of good story problem-solving [25].…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Ability in Solving Word Problems Based on David Kolb's Learning Style

Nur Juhainah Ulfa,

Permatasari

2023

J.Gen.Educ.Humanit.

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This study aims to describe students' critical thinking skills in solving word problems based on David Kolb's learning style. The type of research is descriptive qualitative research conducted at MAN in Bantul using purposive sampling. The data collection techniques in this study were critical thinking skills tests, learning style questionnaires, and interviews. The data analysis used is condensation, data presentation, and conclusion Drawing. The results show that students' three learning styles are diverger, assimilator, and converger. Students' critical thinking skills in divergent learning styles are medium and low. The diverger student can master the average indicators of interpretation, analysis, evaluation, inference, and explanation but cannot meet the self-regulation indicators. The student's critical thinking skills with assimilator learning style are high, medium, and low. Students with high and moderate can master all critical thinking indicators, but low assimilator students can master the indicators of interpretation, analysis, evaluation, inference, and explanation. The student's critical thinking ability with a converger learning style is medium and low. Medium converger students can master all critical thinking indicators. Low converger students can master the indicators of interpretation, analysis, evaluation, inference, and explanation but are less able to meet the self-regulation indicators.

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Analisis Kemampuan Pemahaman Siswa dalam Menyelesaikan Soal Cerita Program Linier di Kelas XI

Cited by 2 publications

References 0 publications

The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

The Ability of Students’ Conceptual Understanding in Completing Story Problems on Mathematics

Critical Thinking Ability in Solving Word Problems Based on David Kolb's Learning Style

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