Defragmenting Struktur Berpikir Melalui Refleksi Untuk Memperbaiki Kesalahan Siswa Menyelesaikan Soal Cerita

Muhtadin, Achmad

doi:10.30872/primatika.v9i1.248

Cited by 3 publications

(7 citation statements)

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Section: Introductionmentioning

confidence: 99%

“…Reflection is an activity that aims to thoroughly review students' problem solving processes (Muhtadin, 2020). Reflection provides feedback in questions that stimulate students to study problem solving (Muhtadin, 2020;Ainurrohmah, 2016). The student can also reflect by giving students individual assignments in the form of questions that provoke students to find appropriate and accurate thinking steps (Wahyudi, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The student can also reflect by giving students individual assignments in the form of questions that provoke students to find appropriate and accurate thinking steps (Wahyudi, 2020). Therefore, reflection is one of the solutions to develop students' problem-solving abilities because there is a critical effort by looking back at the mental processes that have been passed (Muhtadin, 2020).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Reflection can positively impact students' thinking stages to be structured and systematic (Muhtadin, 2020;Ainurrohmah, 2016). Through the review, students can also apply the theory gained from learning and practice it according to the problem's context (Muhtadin, 2020). In addition, reflection makes students understand the issue entirely and make plans well to get the correct answer (Mailani, 2017;Muhtadin, 2020;Stronge, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Reflection Strategies on Students' Thinking Structures in the Mathematical Problem Solving Steps

Susanti

2021

MEJ

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Thinking is a process of understanding various things encountered in everyday life, finding certain opinions or ideas, making judgments, and solving problems. One of the tasks teachers must do in learning mathematics is to help students convey the cognitive processes experienced when solving issues. The thinking errors are and the algorithms that are not yet complete in solving student problems. But in reality, students still have difficulties that cause errors in solving mathematical problems. This study describes the reflection strategy on thinking to correct students' misconceptions in solving mathematical problems. This type of research is descriptive research with a qualitative approach. Research data consists of student answers, results think aloud, and the results of semi-structured interviews. The results showed that students with low problem-solving abilities experienced assimilation at the stage of understanding the problem only. In contrast, at the scene of developing strategies and implementing plans, accommodation occurred. The students will attack because students can decompose problems into simpler ones but require reflection to connect mathematical material to solve problems. In addition, students also need thinking to correct errors and complete incomplete algorithms when carrying out plans for solving mathematical problems. Keywords: reflection strategy, thinking structure, mathematical problem solving

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Reflection Strategies on Students' Thinking Structures in the Mathematical Problem Solving Steps

Susanti

2021

MEJ

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Defragmenting Studentâ€™s Thinking Structures in Solving Mathematical Problems on PISA Model

Supiarmo¹

2022

J. of Innovative Math. Learn.

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Problem solving is defined as a series of activities that allow students to find solutions to problems. Students' thinking processes occur when processing data or information to solve problems. One way to help students maximize the thinking skillsÂ is to make theirÂ experience when solving problemsÂ withÂ PISA model.Â But in reality, StudentsÂ madeÂ many mistakes and have difficulty understanding the problem, making a settlement plan, lack knowledge of the prerequisite material, and have not been able to describe the reasons in detail regarding the solutions found. One of the possible solutions to improve and complete the structure of students' thinking in solving mathematical problems on the PISA model HOTS questions is defragmenting. This study aims to describeÂ theÂ changes of students' thinkingstructure in solving mathematical problemsÂ through defragmenting. This type of research is descriptive research with a qualitative approach. The research data consisted of students' answers, the results of thinking aloud, and the results of semi-structured interviews. The results showed that students experienced assimilation at the stage of understanding the problem, while at the stage of formulating strategies, implementing plans, and re-examining students' thinking processes, they experienced accommodation. This is because students need defragmenting to connect mathematical concepts to solve problems, correct errors, and complete incomplete problem solving steps.

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Struktur Berpikir Siswa Terhadap Kesalahan Membaca Berdasarkan Teori Newman dalam Menyelesaikan Masalah Matematika Melalui Defragmentasi

2022

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Struktur berpikir merupakan refresentasi internal dari aktifitas mental siswa yang menggambarkan alur penyelesaian masalah matematika. Struktur berpikir ialah salah satu faktor yang mempengaruhi kesalahan penyelesaian masalah matematika siswa. Oleh karena itu, kesalahan yang dilakukan siswa dalam menyelesaikan masalah matematika, membutuhkan solusi yang tepat, salah satunya dengan melakukan defragmentasi. Tujuan penelitian ini adalah untuk melakukan defragmentasi struktur berpikir siswa sekolah menengah pertama terhadap kesalahan membaca berdasarkan teori newman dalam menyelesaikan masalah matematika. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Pemilihan subjek dilakukan dengan teknik purposive sampling dengan kriteria, yaitu siswa yang memiliki kesalahan membaca (reading error). Data penelitian terdiri atas jawaban, rekaman hasil wawancara semi terstruktur dan hasil think aloud siswa. Adapun teknik analisis yaitu mereduksi data, menyajikan data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa defragmentasi dapat membantu siswa untuk menata ulang struktur berpikir yang dimiliki. Hal ini dibuktikan dengan lengkapnya struktur berpikir siswa dari tahap menafsirkan/memahami, menerapkan, menganalisis, dan mengevaluasi.

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Defragmenting Struktur Berpikir Melalui Refleksi Untuk Memperbaiki Kesalahan Siswa Menyelesaikan Soal Cerita

Cited by 3 publications

References 1 publication

Reflection Strategies on Students' Thinking Structures in the Mathematical Problem Solving Steps

Reflection Strategies on Students' Thinking Structures in the Mathematical Problem Solving Steps

Defragmenting Studentâ€™s Thinking Structures in Solving Mathematical Problems on PISA Model

Struktur Berpikir Siswa Terhadap Kesalahan Membaca Berdasarkan Teori Newman dalam Menyelesaikan Masalah Matematika Melalui Defragmentasi

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