Evaluating Students’ Beliefs in Problem Solving Process: A Case Study

Abstract

Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students according to their explanations in the problem solving process. A case study was carried out with five students. Each of the students' problem solving processes was examined by means of clinical interviews and three problems were presented to the students. The results illustrate that the students who thought problem solving should be a short process and that they could address it by memorization of rules also believed that problem solving is difficult. This study concludes that not only beliefs affect the problem solving process, but also personal factors such as life experiences.

High Order Thinking Skills (HOTS) Students In Solving Group Problem Based Gender

“…Problems are challenging conditions that the way to solve them is not immediately visible to students. According to (Ozturk & Guven, 2016) argues that in solving problems, complex rules or high-level rules are needed to be achieved after mastering defined rules and concepts. Based on the results of the PISA survey/(Program for International Student Assessment) conducted by (OECD)/Organization for Economic Cooperation and Development in the last eight years and (TIMSS) Trends International Mathematics and Science Study organized by the International Association for the Evaluation (IEA) of Education Achievement in 2015 shows that Indonesian students are still relatively weak in problem solving activities that require students to be able to use High Order Thinking Skills (HOTS) (Arifin & Ratu, 2018).…”

Teachers’ and students’ beliefs in mathematics at State Senior High School 5 Semarang

“…Over the past few years, studies on teachers' beliefs about mathematics have attracted the attention of numerous researchers (Beswick, 2006(Beswick, , 2012Felbrich, Müller & Blömeke, 2008;Lerch, 2004;Mkomange & Ajegbe, 2012;Muhtarom et al, 2017aMuhtarom et al, , 2017bOzturk & Guven, 2015;Thompson, 1992), but few of these studies focus on the relationship between teachers' and their students' beliefs about mathematics. Some researchers focus only on teachers' beliefs about the nature of mathematics which influences the way they teach (Beswick, 2006;Felbrich, Müller & Blömeke, 2008;Mkomange & Ajegbe, 2012).…”

Membangun koneksi matematis siswa dalam pemecahan masalah verbal

“…Selama proses pemecahan masalah siswa menafsirkan masalah, mengumpulkan informasi yang mereka butuhkan, menentukan solusi, menyajikan solusi dan mengevaluasi (Shamir, Zion, & Levi, 2008). Hal ini mengindikasikan bahwa pemecahan masalah tidak hanya sebuah proses yang berakhir ketika jawaban telah ditemukan, melainkan mengevaluasi solusi merupakan proses ilmiah yang berkembang dari pemahaman masalah (Ozturk & Guven, 2015). Menurut Hong dan Diamond (2012) strategi masalah ilmiah melibatkan kegiatan estimasi, pengamatan, analisis informasi dan pembentukan hasil.…”