Enhancing Problem-Solving Skills Of 8th-Grade Students in Learning the First-Degree Equations in One Unknown

Uyen, Bui Phuong; Tong, Duong Huu; Han, Nguyen Ngoc

doi:10.18488/journal.61.2021.93.568.587

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…This is in accordance with Fatahillah et al (2017) who stated that students who are not used to working on questions tend to rush, resulting in them not being able to write what they know and what is asked in the question. This student's hasty attitude is usually the result of little time or insufficient remaining time to solve the problems given (Uyen et al, 2021). In this condition, students often do not focus on the problems given.…”

Section: Discussionmentioning

confidence: 99%

Mathematical Problem-Solving Ability of Junior High School Students Based on Polya

Firda,

Suryadi,

Dahlan

2023

Universitas Jambi

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Mathematical problem-solving ability is the ability to identify known information, ask questions, adequacy of the information needed, skill in creating or compiling mathematical models, being able to find the right solution strategy, and being able to explain and check the correctness of the solution obtained. This research aims to analyze students' mathematical problem-solving abilities in the topic on mixed integer arithmetic operations based on Polya's problem-solving steps. This research uses a qualitative approach with a narrative research type. The research subjects consisted of 32 junior high school students. Data collection was carried out using mathematical problem-solving ability test instruments and interviews with several selected participants. Data was analyzed based on Polya's problem solving steps. Based on the results of data analysis, students' problem-solving abilities obtained based on these four steps are in the form of students who can determine important information in the problem and can plan solutions resulting in them being able to solve problems more regularly, namely by executing the plans they have planned. After that, students who understand the problem well can also check the correctness of the answers they have obtained. Therefore, it is hoped that this research can help teachers to implement a learning process that can develop problem solving abilities.

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Section: Discussionmentioning

confidence: 99%

Mathematical Problem-Solving Ability of Junior High School Students Based on Polya

Firda,

Suryadi,

Dahlan

2023

Universitas Jambi

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“…Starting from this, S4 has not fully understood that the total expenditure segment has nothing to do with the remaining total segment. The lack can see this of elaboration shown by the subject [20], [22]. So it makes her confused and feels strange [11].…”

Section: S4 Misinterpretationmentioning

confidence: 96%

“…She still dwells in a situation of doubt and indecision. This controversial situation occurs when the subject has not been able to find the right solution to the problem [15], [22], [23]. The following shows the flow of S4's misinterpretation through Figure 6.…”

Section: S4 Misinterpretationmentioning

confidence: 99%

Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

Atmaja¹,

Nusantara²,

Subanji³

et al. 2023

Proceedings of the 2nd Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Educa

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Misinterpretations in learning mathematics are often encountered. That is part of the educational process that needs to be controlled. So the direction and steps of the mathematical thinking process can be realized according to the goals. This research utilizes a qualitative approach as a thinking paradigm. This study explores the ins and outs of students' misinterpretations when faced with controversial algebraic problems. The importance of knowing the misinterpretations raised by students can be a reflection signal of the extent to which students understand algebraic concepts. The subjects of this research were 17 students of MTs Surya Buana Malang City. In this study, the use of controversial mathematical problems in algebraic material. The results showed that four subjects representing each group of students' controversial reasoning were known to misinterpret. Based on the commognitive lens, conceptual errors were experienced by all the subjects of this study with various error variants. However, only two subjects experienced procedural errors when incorrectly applying the calculation operations.

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“…[21]. The mathematical problem-solving process consists of 1. understanding the problem, 2. planning to solve the problem, 3. solving the problem, and 4. summarizing the answer [12], [13], [14], [22], [23], [24]. [25] discussed the process of solving mathematical problems as follows: 1. the finding of the problem relationship, 2. drawing a mathematical diagram, 3. the problem solving, and 4. the traceability), and [10] summarized the problem-solving process consisting of three steps as follows: 1. reading and understanding the problem, 2. organizing strategy and solving the problem, and 3. confirming the answer and process.…”

Section: Literature Review the Learning Management Model That Promote...mentioning

confidence: 99%

The Synthesis of Learning Management Models that Promote Mathematical Problem Solving for Primary School Stu-dents in Thailand

Chaiarwut,

Kwangmuang

2023

IIAI Letters on Institutional Research

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Problem solving is the main purpose of mathematics learning and the key procedural skill of mathematics instruction. The purpose of this study is to synthesize and evaluate a learning management model that promotes mathematical problem solving for primary school students in Thailand. This research was divided into two phases: 1) the synthesis of learning management model in which a qualitative research method by document analysis and focus group discussion were considered. The research tool is the documented form of data analysis whose data were obtained from the study of a learning management model promoting mathematical problem solving, and 2) inspecting the validity of the learning management model by using a quantitative research model in which the research method was a survey. The research tools consist of a questionnaire to assess the appropriateness of the learning management model that promotes mathematical problem solving for elementary school students in Thailand. In addition, the data were analyzed by analytical lectures and interpretive summaries. The statistics used in the research were mean and standard deviation. The research results showed that 1) the mathematical problem-solving process included five steps as follows: 1. analyze and understand the problem, 2. plan to solve the problem, 3. choose a strategy for problem solving, 4. Use the strategy for problem solving, and 5. Evaluate the answer and method; and 2) the result of the validity of the learning management model that promotes mathematical problem solving for elementary school students in Thailand from nine experts. It was found that the overall appropriateness was at the highest level (M=4.73, S.D.=0.48) and it could be utilized in learning management that enhanced mathematical problem solving efficiently.

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Enhancing Problem-Solving Skills Of 8th-Grade Students in Learning the First-Degree Equations in One Unknown

Cited by 5 publications

References 9 publications

Mathematical Problem-Solving Ability of Junior High School Students Based on Polya

Mathematical Problem-Solving Ability of Junior High School Students Based on Polya

Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

The Synthesis of Learning Management Models that Promote Mathematical Problem Solving for Primary School Stu-dents in Thailand

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