Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Hots Berdasarkan Kemampuan Penalaran Matematis

Amalia, Dinda; Hadi, Windia

doi:10.36526/tr.v4i1.904

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…However, students' reasoning in solving HOTS questions is still fairly low [7]. In this case, it is in accordance with what [3] stated that the weakness of students' mathematical reasoning ability can be seen from TIIMS 2011 that the average Indonesian student is still far below Singapore, Thailand and Malaysia, namely at the level of reasoning 17%.…”

Section: Introductionsupporting

confidence: 83%

Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning

Dian Septi Nur Afifah,

Nur Ika Fatmawati

2024

ATHENA

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The mathematical abilities of students with reasoning are closely interrelated. The HOTS-type problem is an effort to improve reasoning ability. The ability of students to solve HOTS questions is still relatively low. Through a differentiated learning model, it is expected to help students in the learning process that suits their needs. The purpose of this study is to describe the application of differentiated learning models and describe the mathematical reasoning ability of students who have low, medium, and high abilities. This type of research is qualitatively descriptive with instruments in the form of observation sheets, questionnaires, test questions and interviews. Data analysis techniques include data reduction, data presentation, and conclusions. Test the validity of data using triangulation techniques. The results of this study show that differentiated learning can improve students' ability to reason. Four indicators of mathematical reasoning are, students' ability to present mathematical problems in the form of written statements, students' ability to make conjectures, students' ability to manipulate mathematics, and students' ability to draw conclusions from problems. Subjects with a high level of reasoning meet two indicators. Whereas subjects with moderate levels of reasoning met only three indicators and subjects with low levels of reasoning met only two indicators. Mathematics teachers should provide learning that is in accordance with the learning style of students and students should also do HOTS type questions more often.

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Section: Introductionsupporting

confidence: 83%

Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning

Dian Septi Nur Afifah,

Nur Ika Fatmawati

2024

ATHENA

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“…This can happen when students do not focus on solving problems. As stated (Amalia & Hadi, 2020) there are many mistakes experienced by students in Indonesia in understanding answering the questions given.…”

Section: Resultsmentioning

confidence: 99%

Critical and analytical thinking skill in ecology learning: A correlational study

Mayarni

Nopiyanti

2021

JPBI

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Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.

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“…According to Magfirah., et al (2019) that most students make misconceptions incorrectly using the formula or inverse and misinterpreting the problems. Errors in interpreting the questions cause students to have the opportunity to make carelessness in their calculations (Amalia & Hadi, 2020), due to the limited understanding of students in identifying problem information and choosing the solution strategy (Pradini, 2019).…”

Section: Fatqurhohman (Characteristics Of Students)mentioning

confidence: 99%

Characteristics of Students In Resolving Word Problems Based on Gender

Fatqurhohman

2021

JELMaR

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This study aims to analyze student errors in resolving word problems, which are then formulated into characteristics of student errors according to gender. The subject selection was done randomly from male and female students of grade VII who made mistakes in solving the questions. Research data from the test results of 2 items word problem type. The form of student error is based on misconceptions, procedures, and techniques. The results showed the students' misconceptions, don’t understand question commands, do not write information correctly, misinterpret question information, do not simplify fractions correctly, do not understand the value of fractions, misunderstand number signs/symbols and do not understand number signs/symbols, incorrectly determine signs/symbols of operations. Procedural error, incorrectly determining the settlement operation Technical errors, incorrectly using calculation operation marks, incorrectly performing calculation operations, incomplete settlement steps, incomplete simplification, incorrect simplification. Technical errors, namely calculations are not in accordance with the command, less careful (careless) writing answers, errors in writing answers and it do not match the command questions (conclusion). The reason is not understanding the reading and not being familiar with the questions. Students' understanding and knowledge of reading have an important role in identifying, interpreting, and even selecting or determining completion strategies.

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Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Hots Berdasarkan Kemampuan Penalaran Matematis

Cited by 7 publications

References 7 publications

Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning

Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning

Critical and analytical thinking skill in ecology learning: A correlational study

Characteristics of Students In Resolving Word Problems Based on Gender

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