Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii Pada Pokok Bahasan Himpunan

Rismawati, Melinda; Isa, Rupinus; Rindiani, Anita B

doi:10.19184/kdma.v13i1.31310

Cited by 2 publications

(5 citation statements)

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“…Kemampuan pemecahan masalah matematis memiliki keterkaitan dengan tahap menyelesaikan masalah matematika (Asmi & Mulyatna, 2019). Salah satu cara yang dapat digunakan untuk melatih kemampuan pemecahan masalah matematis siswa yaitu dengan Teori Polya (Ninik et al, 2014). Menurut Polya (Astutiani et al, 2019), pemecahan masalah memuat empat fase, yaitu memahami masalah (understanding the problem), menyusun rencana pemecahan masalah (devising a plan), melaksanakan rencana (carrying out the plan), dan memeriksa kembali (looking back).…”

Section: Pendahuluanunclassified

“…Subyek MRS-01 mampu memeriksa kembali hasil jawaban yang telah diperoleh dengan baik. Sehingga, subyek MRS-01 sudah mampu melakukan tahapan proses pemecahan masalah berdasarkan teori Polya dengan baik dan maksimal.Hasil Keseluruhan Tes dan Wawancara Subyek RA pada Pemecahan Masalah Berdasarkan Teori Polya(Ninik et al, 2014; Astutiania et al, 2019): Hasil tes dan wawancara dengan subyek RA saat pengambilan data menunjukkan bahwa subyek RA kurang lengkap pada tahap memahami masalah dengan baik. Subyek RA mampu membuat rencana penyelesaian namun kurang lengkap.…”

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“…Sehingga, subyek RA melakukan tahapan proses pemecahan masalah berdasarkan teori Polya namun belum maksimal. Hasil Keseluruhan Tes dan Wawancara Subyek MVPM pada Pemecahan Masalah Berdasarkan Teori Polya(Ninik et al, 2014; Astutiania et al, 2019): Berdasarkan hasil yang telah dilakukan oleh subyek MVPM pada saat pengambilan data tes tertulis dan wawancara menunjukkan bahwa subyek MVPM mampu memahami masalah namun masih belum lengkap. Subyek MVPM mampu membuat rencana penyelesaian namun belum lengkap.…”

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“…Hasil Keseluruhan Tes dan Wawancara Subyek VAN pada Pemecahan Masalah Berdasarkan Teori Polya(Ninik et al, 2014; Astutiania et al., 2019): …”

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Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Wibowo

Murtianto

Sutrisno³

2023

jkpm

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This study aims to describe the stages of problem-solving in mathematical literacy questions based on the Polya Theory on the matter of a system of two-variable linear equations. The research subjects were SMP PGRI 1 Semarang students who were selected purposively. The subjects consisted of four students, two with reflective cognitive style and two with impulsive cognitive style. Data collection techniques include Matching Familiar Figure Test (MFFT), written tests, and interviews. The data analysis technique used Miles and Huberman's interactive model. The validity of the data was tested by triangulation of techniques and sources. This research was assisted by NVivo software for data management and analysis. The results of this study indicate that reflective subjects can understand problems, plan problem-solving, carry out problem-solving plans, and looking back answers. Meanwhile, impulsive subjects cannot understand the problem, plan problem-solving, carry out problem-solving planning, and looking back answers. Abstrak: Tujuan penelitian ini untuk mendeskripsikan tahapan pemecahan masalah pada soal literasi matematika berdasarkan Teori Polya pada materi sistem persamaan linier dua variabel. Subyek penelitian adalah siswa SMP PGRI 1 Semarang yang dipilih secara purposif. Subyek terdiri dari empat siswa, dua siswa bergaya kognitif reflektif dan dua siswa bergaya kognitif impulsif. Teknik pengumpulan data meliputi Matching Familiar Figure Test (MFFT), tes tertulis, dan wawancara. Teknik analisis data menggunakan model interaktif Miles dan Huberman. Keabsahan data diuji dengan triangulasi teknik dan sumber. Penelitian ini berbantuan software NVivo untuk manajemen dan analisis data.Hasil penelitian ini menunjukkan bahwa subyek reflektif mampu memahami masalah, merencanakan penyelesaian masalah, melaksanaan perencanaan penyelesaian masalah, dan memeriksa kembali jawaban. Sementara itu, subyek impulsif belum mampu memahami masalah, merencanakan penyelesaian masalah, melaksanakan perencanaan penyelesaian masalah, dan memeriksa kembali jawaban.

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Section: Pendahuluanunclassified

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“…Hasil Keseluruhan Tes dan Wawancara Subyek VAN pada Pemecahan Masalah Berdasarkan Teori Polya(Ninik et al, 2014; Astutiania et al., 2019): …”

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Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Wibowo

Murtianto

Sutrisno³

2023

jkpm

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“…However, because subject 1 did not read the information completely, he made the mistake of making the requested Venn diagram by adding another member outside the given universe. Meanwhile, the definition of a universal set is a set that contains members named and written with the letter "S" (Rismawati et al, 2022).…”

Section: Figure 1 Example Of Reading Errorsmentioning

confidence: 99%

Newmanâ€™s Error Analysis: Set Material in 7th-Grade Junior High School

Rosmiati

Aripin

Gunawan

2022

J. of Innovative Math. Learn.

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Set is one of the main materials contained in the mathematics subject for 7th-grade junior high school in odd semesters. In the set material, there's no formula used, but there are various kinds of notations, symbols, and also diagrams. Basically, some or even most students still face various difficulties in understanding and working on problems in set operations. This study aims to determine the types of errors and the percentage of errors in 7th-grade junior high school's responses to set material test questions using Newman's error analysis procedure. In this study, we used a qualitative descriptive method, while the data processing technique was done by analyzing student answers based on questions that were test instruments. The research subjects were taken from students in the VII-E class at SMP IT Fithrah Insani, which included as many as 22 students. Then the subjects were analyzed, and based on the results of the research, it turned out that there were still errors in solving set questions. The most frequent error made by students is an encoding error of 40.91%. In this error, the student did not write a complete final answer, or even the conclusion of the solution, so that he did not answer the question posed by the problem.

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Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii Pada Pokok Bahasan Himpunan

Cited by 2 publications

References 0 publications

Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Newmanâ€™s Error Analysis: Set Material in 7th-Grade Junior High School

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