Analisis Kesulitan Peserta Didik Kelas VIII dalam Menyelesaikan Soal Sistem Persamaan Linear Dua Variabel (SPLDV) di MTs Atsauri Sindangkerta

Maryani, Ani; Setiawan, Wahyu

doi:10.31004/cendekia.v5i3.915

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…Selanjutnya Prihatini et al (2019) kesalahan yang dilakukan peserta didik dalam menyelesaikan soal SPLDV yaitu belum dapat menyusun makna kata yang dipikirkan kedalam bentuk kalimat matematika, kurang teliti, lupa, kurang latihan, dan kurang memahami soal. Hal ini sejalan dengan penelitian yang dilakukan oleh Maryani & Setiawan (2021) yang menunjukkan bahwa peserta didik mengalami kesulitan mengubah soal cerita kedalam bentuk matematika.…”

Section: Pendahuluanunclassified

Hypothetical Learning Trajectory Sistem Persamaan Linear Dua Variabel Berbasis Realistic Mathematics Education

Hidayati

Deciku

Azizah

2022

J. Res. Math. Learn.

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Tujuan dari penelitian ini adalah untuk mengasilkan lintasan belajar/ HLT Sistem Persamaan Linear Dua Variabel (SPLDV) dengan pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metode desain research yang terdiri dari 3 tahap yaitu, yaitu preparing for the experiment, design experiment, dan retrospective analysis. Pengumpulan data dilakukan dengan dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini yaitu mereduksi data, penyajian data, dan penarikan kesimpulan. Subjek penelitian ini adalah 3 peserta didik SMPN 3 Lareh Sago Halaban. Ketiga peserta didik ini mewakili masing-masing peserta didik dengan berkemampuan tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa Hyphotetical Learning Trajectory (HLT) yang diujicobakan menunjukkan bahwa lintasan belajar SPLDV dapat diterapkan dengan pendekatan RME. Selain itu, lintasan belajar SPLDV berbasis RME tersebut diawali dengan mengaitkan antara pengalaman belajar peserta didik dengan konsep baru yang akan disajikan. Selanjutnya, dalam pelaksanaan pembelajaran, peserta didik mengaplikasikan temuan konsep materi baru pada permasalahan kontekstual yang diberikan. Hingga akhirnya peserta didik dapat menerapkan konsep materi SPLDV pada konteks yang berbeda. Peserta didik dapat memahami materi yang diperolehnya melalui pengalaman belajar mereka sendiri. Pengalaman belajar seperti ini akan memperkuat pemahaman peserta didik dalam materi SPLDV. Kata kunci: Hypothetical Learning Trajectory, SPLDV, Realistic Mathematics Education

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Section: Pendahuluanunclassified

Hypothetical Learning Trajectory Sistem Persamaan Linear Dua Variabel Berbasis Realistic Mathematics Education

Hidayati

Deciku

Azizah

2022

J. Res. Math. Learn.

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“…Numeration is a literacy that exists in mathematics. The numeracy AKM system aims to discover mathematics's role in everyday life (Dwi Cahyanovianty & Wahidin, 2021;Sari et al, 2021). Students with high mathematical abilities will be able to use various numbers and symbols to solve mathematical problems, analyze the information contained in graphs, tables, charts, etc., and take advantage of existing information to solve mathematical problems (Kurniawan & Rahadyan, 2020).…”

Section: Introductionmentioning

confidence: 99%

High School Students' Mathematical Skills in Addressing Minimum Competency Assessment Problems using Working Backward Strategy

Inganah

Vidyastuti

Sah

2023

AIJP

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Strategy problem-solving is a technique or method for finding answers to problems. Students' different maths skills can affect how they use and figure out ways to solve problems. This type of research is descriptive and uses a qualitative approach. Its goal is to find out and analyse how the backward working strategy is used to solve the Minimum Competency Assessment (AKM) questions on the spatial structure in terms of students' maths skills. After giving people a test of their maths skills and giving them problems to solve, they were interviewed. Students with high, medium, and low maths skills are taking part in this study. Data analysis used is data reduction, data presentation, and data retrieval. The results were based on the six students who participated in the research. Students could use Polya problem-solving steps with high and moderate maths skills, but they didn't work well for students with low maths skills. Working backwards is not a method used by everyone. The first student with good maths skills can use the strategy of working backwards from the correct answer. The second student with good maths skills can't do that. The backward plan makes few mistakes. The answer is wrong for the first student with average maths skills because they do not have a backwards strategy. The second student with average maths skills can use the backward working strategy, but they make a lot of mistakes. The first and second students with low maths have not used the backward working strategy, even though the mathematically able student has. The first low can show that the statement is true.

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“…Sari et al (2021) found that just 17.65% of students were able to complete numeracy issues. According to research conducted by Cahyanovianty and Wahidin (2021), the majority of students (75%) have a moderate level of numeracy skills. The percentage of pupils who are proficient with statistics remains low, according to research by Irwandi et al (2022).…”

Section: Introductionmentioning

confidence: 99%

Preparation to Face Minimum Competency Assessment in Elementary School

Astuti

Supriyanto

Prastiwi

et al. 2023

AIJP

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Minimum Competency Assessment (AKM) as a new assessment system needs to be addressed by the organized school by making various preparations. This study aims to describe the preparation in dealing with AKM in Elementary Schools (SD). This research is qualitative research with a phenomenological approach.The subjects in this study were principals and teachers of a public elementary school in the Eromoko sub-district, Wonogiri district. Data was collected by using observation, interview, and documentation techniques. Data analysis techniques using interactive analysis include data collection, reduction, presentation, and conclusion. The results showed that the AKM organizing education unit had prepared rooms and equipment by preparing a waiting room, AKM room, Chromebook, electricity and stable internet. Administrative preparation was done by printing and pasting the required documents. The preparation of students was done by providing socialization, practice about AKM questions using books, and training on the use of computers.

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Analisis Kesulitan Peserta Didik Kelas VIII dalam Menyelesaikan Soal Sistem Persamaan Linear Dua Variabel (SPLDV) di MTs Atsauri Sindangkerta

Cited by 18 publications

References 9 publications

Hypothetical Learning Trajectory Sistem Persamaan Linear Dua Variabel Berbasis Realistic Mathematics Education

Hypothetical Learning Trajectory Sistem Persamaan Linear Dua Variabel Berbasis Realistic Mathematics Education

High School Students' Mathematical Skills in Addressing Minimum Competency Assessment Problems using Working Backward Strategy

Preparation to Face Minimum Competency Assessment in Elementary School

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