Identifying the reversible thinking skill of students in solving function problems

Maf’ulah, Syarifatul; Fitriyani, Harina; Yudianto, Erfan; Fiantika, Feny Rita; Hariastuti, Rachmaniah Mirza

doi:10.1088/1742-6596/1188/1/012033

Cited by 9 publications

(7 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The method was used the researchers to investigated reversible thinking of student is consistent with a study by Maf'ulah et. al (2019) who took high school students as their subject.…”

Section: Discussionmentioning

confidence: 95%

“…But this study shows that thinking reversibly could also be investigated through functional object. As research conducted by Maf'ulah et al (2019), they investigated students' reversible thinking through functional object. And it did not rule out the possibility that to reveal reversible thinking, can use other object that is not functional, algebraic or arithmetic as suggested by Hackenberg & Lee (2015), Ramful (2014), Simon et al, (2016), andSteffe &Olive (2009) that reversibility can also be investigated on objects of function and inverse, derivatives and anti-derivatives, the rules of exponent and the rules of logarithm.…”

Section: Discussionmentioning

confidence: 99%

“…Thinking reversible is a mental activity that gets an individual to think logically in two reversible ways, making a two-way connection among concepts, principles, and procedures to strengthen the scheme (Flanders, 2014). Maf'ulah et al (2019) argued that in using reversible thinking, students are required to think twice in opposite viewpoints in order to minimize any possible errors in every decision they made.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students’ Reversible Thinking

Maf’ulah¹,

Juniati²

2020

INT J INSTRUCTION

View full text Add to dashboard Cite

This study aimed to determine the effect of learning with reversible problemsolving approach on prospective-math-teacher students' reversible thinking. Using experimental research design, the study involved 65 prospective math teacher students as respondents (35 experimental, 30 control). Experimental class implemented a learning with reversible problem-solving approach as the treatment; thing the control class would not do so. A post-test on reversible thinking was applied to both classes for data collection of the students' reversible thinking, and it was further analyzed using t-test via SPSS 23. The result found that the mean score of experimental class was 76.7143, while the control class was 35.3333. A significant difference between their mean score was evident. Hence, it indicated that the post-test of experimental class was considered better than the control one. This post-test result was further analyzed using equal variance assumed t-test via SPSS 23. Result showed that there was a significant difference between both classes on their post-test score. Thus, the study established that learning with reversible problem-solving approach definitely brought effect on prospectivemath-teacher students' reversible thinking ability. The effect was significant and positive.

show abstract

“…The method was used the researchers to investigated reversible thinking of student is consistent with a study by Maf'ulah et. al (2019) who took high school students as their subject.…”

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students’ Reversible Thinking

Maf’ulah¹,

Juniati²

2020

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…made. The urgency of mathematical problem-solving ability can also be seen from its existence as one of the process standards (Maf'Ulah et al, 2019). When compared with traditional materials, problem solving is more likely to increase student success with non-trivial tasks, interpretation of mathematical representations, and understanding of concepts, and does not rule out performance on basic skills.…”

Section: |mentioning

confidence: 99%

ASSESSING STUDENTSâ€™ MATHEMATICAL PROBLEM-SOLVING ABILITY

Prabawanto,

Utami,

Pebrianti

2023

AJPM

View full text Add to dashboard Cite

Students' ability to solve mathematical problems is the most important part of learning mathematics. Therefore, assessing students' ability to solve mathematical problems is one of the tasks of mathematics teachers that must be done. This study aims to develop a test instrument to assess students' ability to solve mathematical problems. The research method used Systematic Literature Review (SLR) by analyzing primary sources from books and articles. Before developing an instrument to assess students' ability to solve mathematical problems, the variables involved in mathematical problem solving were first analyzed. Furthermore, there are four domains involved in the instrument development framework carried out. They are resources, heuristics, control, and belief system. Based on this study, it was found that: (1) the aspects correlated with mathematical problem solving are reasoning, decision making, critical thinking, and creative thinking; (2) the types of tasks related to mathematical problem solving can be viewed from the structure, the number of essential steps needed to reach the solution, its orientation, and its presentation.

show abstract

“…Pada Saparwadi et al, (2017) reversibilitas adalah kemampuan seseorang dalam mengembalikan arah pemikirannya kembali ke titik awal. Sesuai dengan indikator kemampuan reversible thinking matematis yang terdiri atas indikator maju dan terbalik (Maf'ulah et al, 2019).…”

unclassified

Analisis Kemampuan Reversible Thinking Matematis Siswa SMA Pada Konsep Kalkulus

Kurniawati

Sutiarso²

2022

Cendekia

View full text Add to dashboard Cite

Kemampuan reversible thinking matematis ada dalam salah satu indikator kemampuan pemecahan masalah, yaitu pada tahap looking back (memeriksa kembali). Tahapan pada kemampuan reversible thinking matematis itu sendiri ada dua yaitu maju dan terbalik. Kemampuan reversible thinking matematis dipakai sebagai alternatif lain dari suatu metode penyelesaian masalah. Permasalahan matematis yang beragam terkadang tidak hanya memberikan satu jalur penyelesaian, kita dapat memecahkan permasalahan pada jalur yang berkebalikan. Pola pikir seperti ini menarik untuk diteliti lebih dalam. Penelitian ini bertujuan untuk menganalisis kemampuan reversible thinking matematis siswa SMA pada konsep Kalkulus. Subyek penelitian adalah siswa SMA kelas 12 SMAN 2 Bandar Lampung yang dipilih secara acak. Metode penelitian yang digunakan adalah Metode Kuantitatif.. Hasil penelitian menunjukkan bahwa capaian siswa pada konsep Kalkulus materi Turunan-Integral terkategori baik, karena terdapat 55% dari jumlah siswa yang memperoleh nilai lebih dari sama dengan 80. Sebanyak 25% siswa diantaranya sudah memiliki kemampuan reversible thinking. Sehingga disarankan kepada guru dan peneliti untuk mengembangkan berbagai pendekatan, metode, model serta bahan ajar interaktif yang dapat meningkatkan kemampuan reversible thinking matematis siswa. Peningkatan kemampuan reversible thinking diperlukan agar siswa dapat menyelesaikan permasalahan matematis secara luwes, sehingga tidak berpaku pada satu jalur penyelesaian.

show abstract

Identifying the reversible thinking skill of students in solving function problems

Cited by 9 publications

References 7 publications

The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students’ Reversible Thinking

The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students’ Reversible Thinking

ASSESSING STUDENTSâ€™ MATHEMATICAL PROBLEM-SOLVING ABILITY

Analisis Kemampuan Reversible Thinking Matematis Siswa SMA Pada Konsep Kalkulus

Contact Info

Product

Resources

About