Analysis of students’ mathematical connection abilities in solving problem of circle material: transposition study

Abstract

This study aims to describe the ability of students' mathematical connections in solving problems in the circle equation material through transposition studies. The method in this research is a descriptive qualitative approach, the techniques used in the study are tests, interviews, and documentation to explore data in research. Test and interview techniques were carried out in order to find out more about the ability of connections and generate knowledge about the transposition in making mathematical problem solving designs. The test is given to 3 students who have high ability, medium ability and low ability. Analysis of the data in this study is through the provision of problem solving tests and interviews using time triangulation, which provides tests and interviews for each student with a different time. The results in this study indicate that highly capable subjects have excellent mathematical connections and didactic knowledge is well utilized and able to provide alternative answers that differ from researchers so that a didactic transposition is formed, that is knowledge to be taught with knowledge, subjects of mathematical ability are able understand the problem well but are not careful enough in solving problem so that previous knowledge is underutilized, the subject of low mathematical ability is not able to understand the problem well and is unable to solve problems in the form of algebra so that the initial knowledge possessed is not well connected.

Mathematics Connection Ability for Junior High School Students Based on Learning Independence Level

“…When conducting interviews, many of the subjects looked nervous and afraid, making it difficult for them to express their hearts or thoughts. The learning independence of the four subjects, revealed three with results in line with some reseach results that suggest the learning independence of students is still low (Anita, 2014;Diana et al, 2020;García-García & Dolores-Flores, 2021;Kenedi et al, 2019;Wastono, 2015).…”

“…In mathematics and science concepts are hierarchical and each concept is related to one another means that when we learn a certain concept, it is necessary to first study the previous concepts as a prerequisite (Septian & Rizkiandi, 2017;Suhandri, Nufus, & Nurdin, 2017). However, in reality, in terms of mathematical connections, Indonesian school student and Mexican re-university student learning outcomes have not been satisfactory at all (Anita, 2014;Diana, Suryadi, & Dahlan, 2020;García-García & Dolores-Flores, 2021;Kenedi, Helsa, Ariani, Zainil, & Hendri, 2019).…”

Considering the Mathematical Resilience in Analyzing Students' Problem-Solving Ability through Learning Model Experimentation

“…This is due to the fact that the problems in mathematics require appropriate solutions because of their effect on the process and outcome of learning (Rezeki et al, 2021), as well as several other benefits it provides to each student (Hsiao et al, 2017). Some of the related skills to be developed include concept understanding, problem-solving, reasoning, mathematical communication and representation, as well as critical and creative thinking skills (Diana et al, 2020). This means students need to understand the concepts associated with solving problems before engaging in the process.…”

Mengukur Tingkat Kemampuan Koneksi Matematis Siswa SMP Kelas VIII pada Materi Garis Singgung Lingkaran

“…Kemampuan koneksi matematis merupakan salah satu kemampuan esensial yang harus dimiliki dan dikembangkan pada siswa SMP (Putri et al, 2020;Diana et al, 2020;Baiduri, 2020). Koneksi matematis membantu siswa mengembangkan perspektif mereka, melihat matematika sebagai bagian yang terintegrasi daripada kumpulan topik, dan memahami relevansi dan penerapannya baik di dalam maupun di luar kelas (NCTM, 2000).…”