How Do College Students Solve Logarithm Questions?

Aziz, Tian Abdul; Pramudiani, Puri; Purnomo, Yoppy Wahyu

doi:10.12928/ijeme.v1i1.5736

Cited by 13 publications

(8 citation statements)

References 7 publications

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“…Presenting the formula or the rule at the beginning of mathematics lesson is likely to be prevalent in most Indonesian classrooms rather than articulating definition. Aziz, Pramudiani, & Purnomo (2017) supported this finding in which they found that mathematics teachers do not seem to have the intention to guide students to express definition of algebra concept correctly.…”

Section: Students' Understanding Of the Definition Of Domain And Rangmentioning

confidence: 84%

External Representation Flexibility of Domain and Range of Function

Aziz

Kurniasih

2019

J. Math. Educ.

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This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions. To reach the purpose, a task consisted of thirty question items were designed. Participants of the study were thirty-eight Indonesian pre-service secondary mathematics teachers attending mathematics education department at one private university in Jakarta, Indonesia. Based on the analysis participants written responses, this paper revealed participants’ difficulties in providing a proper and consistent definition of the concept of domain and range of functions. We also disclosed the participants’ lack of flexibility in doing translation among representations under the concept of domain and range of function. In general, participants written responses to the task did not provide evidence of a solid understanding of domain and range. There are several implications of these findings offered for secondary mathematics teacher education’s program.

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Section: Students' Understanding Of the Definition Of Domain And Rangmentioning

confidence: 84%

External Representation Flexibility of Domain and Range of Function

Aziz

Kurniasih

2019

J. Math. Educ.

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“…In this study, belief could be depicted through dependability, transferability, credibility, and confirmability (Guba & Lincoln in Aziz et al, 2017). Various students' reasoning in the interview questions and data collection procedures were explained.…”

Section: Discussionmentioning

confidence: 99%

“…Interviews and all the activities held in this research were recorded and can be accessed in Youtube so that there was not any losing information. Theoretical purposive sampling and further description were held to confirm transferability (Aziz et al, 2017). Triangulation also was organized whereas the researchers used multiple methods of data collection such as students' written works, interview, investigating questions, and literature review.…”

Section: Discussionmentioning

confidence: 99%

Students' Mathematical Thinking in Column Calculation and Algorithms

Pramudiani

Herman

2021

Cendekia

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This study aims to investigate primary school students’ mathematical thinking in column calculation and algorithms. The method used in this research is qualitative descriptive. The participants of this research were twelve Indonesian primary school students at grade 3 and 4 in Ciparay, Bandung, West Java. They worked to solve calculation and algorithm questions developed from TAL TEAM book Freudenthal Institute, Utrecht University, The Netherlands that were classified based on the strategies used. After analyzing their written works, interviews were organized to acquire further information about their mathematical thinking. The study found that students’ strategies in dealing with calculation algorithm consist of three strategies. The first strategy is the splitting strategy from units to tens column and then the interim results are combined. The second strategy is the splitting strategy used from tens to unit column and the interim results are added vertically digit-by-digit. The third strategy is the transition from splitting strategy from units to tens column consists primarily of using abbreviated column calculation for the interim results in each column. In addition, several students made common mistakes due to misconception about algorithm and arithmetical problems. Implication of this research for teaching and learning calculation and algorithms were described elaborately.

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“…Kemampuan siswa dalam mendekteksi kesalahan juga juga. Pada dasarnya salah satu kesulitan dalam aljabar adalah karena banyak penggunaan simbol aritmatika (Aziz et al, 2017;Syamsuri et al, 2017;Nurhasanah et al, 2017). Untuk itu keperyaaan diri siswa pada akan kemampuan representasi dalam pemecahan masalah perlu dibangun dengan baik, karena tingkat kepercayaan siswa akan kemampuannya dalam menuntaskan suatu hal dengan sukses (self-efficacy) berpengaruh signifikan terhadap kemampuan representasi matematis siswa (Supandi et al, 2018).…”

Section: Kemampuan Representasi Matematis Tahapan Melaksanakan Rencanaunclassified

Analisis Kemampuan Representasi Matematis Peserta Didik dalam Menyelesaikan Masalah pada Materi Program Linier

Yuwono

Darmawan

Suwanti

2021

Jurnal Nasional Pendidikan Matematika

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Abstrak. Representasi matematis merupakan kemampuan yang sangat penting dan harus dimiliki oleh peserta didik untuk mengoorganisasikan ide mereka dalam menyelesaikan suatu masalah atau soal. Penelitian ini bertujuan untuk menganalisis kemampuan representasi matematis peserta didik dalam menyelesaikan masalah pada materi program linier dan penyebab kesalahan peserta didik. Penelitian ini menggunakan jenis kualitatif deskriptif. Data dalam penelitian ini dikumpulkan dengan cara tes tulis, wawancara, dan dokumentasi. Subjek sebanyak 33 peserta didik kelas XI, sedangkan subjek wawancara yaitu 5 peserta didik yang diambil masing-masing 1 dalam setiap kategori menggunakan metode purposive sampling. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis 4 peserta didik berkategori sangat tinggi, 5 peserta didik kategori tinggi, 9 peserta didik kategori sedang, 8 peserta didik kategori rendah, dan 7 peserta didik kategori sangat rendah. Secara keseluruhan kemampuan representasi matematis dalam menyelesaikan masalah indikator visual, teks tertulis, dan ekspresi matematis pada 4 tahapan Polya tergolong mampu dan dapat dilakukan dengan baik. Walaupun pada representasi ekspresi matematis ada beberapa langkah penyelesaian yang cenderung tidak mampu dilakukan yaitu pada fungsi kendala, fungsi optimum, dan nilai optimum.Kata Kunci: Menyelesaikan Masalah, Representasi Matematis, Tahapan Polya.

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How Do College Students Solve Logarithm Questions?

Cited by 13 publications

References 7 publications

External Representation Flexibility of Domain and Range of Function

External Representation Flexibility of Domain and Range of Function

Students' Mathematical Thinking in Column Calculation and Algorithms

Analisis Kemampuan Representasi Matematis Peserta Didik dalam Menyelesaikan Masalah pada Materi Program Linier

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