Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis

Abstract

Integral calculus is a course where students tend to have difficulties in problem-solving. This study examines differences in mathematical beliefs in students' problem-solving skills based on mathematics prior knowledge. This study's subjects were 120 students of the Mathematics Education study program from UPH Faculty of Education. The independent variable is mathematical beliefs, the moderator variable is prior mathematics knowledge, and the dependent variable is students' problem-solving skills. This study is an ex post facto quantitative research with instruments in a Likert scale questionnaire for mathematical beliefs, problem-solving, and mathematics prior knowledge test scores. Hypotheses were tested statistically with a two-way Anova test using SPSS 16.0. The results of the study were: (1) students' problem-solving of logical consistency beliefs is higher than memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and mathematics prior knowledge on problem-solving, (3) students' problem-solving in high mathematics prior knowledge group of logical consistency beliefs is higher than memorized, and procedural beliefs, and (4) students' problem-solving in low mathematics prior knowledge group of logical consistency beliefs is lower than memorized and procedural beliefs.

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

“…Their doubts in answering questions cause incomplete and inaccurate stages of problemsolving, which is in line with Soesanto's research which states that mathematical problem solving is supported by mathematical beliefs (Soesanto & Dirgantoro, 2021). The uncertainty of S1, S2, and S3 in answering questions is one of the characteristics of slow learners, namely, not having confidence (Ruhela, 2014;Tran et al, 2019;Vasudevan, 2017).…”

“…Based on the interview result, S1 can prepare a problem-solving plan because he has written down what he knows and what is asked in the question. In line with Soesanto's research, prior mathematical knowledge is needed to make problemsolving plans (Soesanto & Dirgantoro, 2021). The preparation of plan carried out by S1 begins with the word "circumference" which shows that slow learner students are able to design plans according to the order of sentences in the question (Labuem, 2020).…”

“…It causes slow learner students to solve math problems because it requires students to think at a higher level. Students with low learning achievement prefer to give up and fail to pass mathematical problem-solving; therefore, persistence and beliefs could have a positive impact on students in solving mathematics problems (Soesanto & Dirgantoro, 2021;Wilburne & Dause, 2017). A factor that causes low mathematical problem-solving ability in students is that they easily solve the given problems (Utami & Wutsqa, 2017).…”

Mathematics Interest and Reading Comprehension as Correlates of Elementary Students’ Mathematics Problem-Solving Skills

“…Subsequently, deficiencies in affective skills can intertwine with cognitive skills such as reading comprehension, thereby affecting students' problem-solving prowess (Öztürk et al, 2020). Several studies have explored the association between problem-solving abilities and affective aspects encompassing self-efficacy (Evans et al, 2021;Hoffman, 2010;Hunt et al, 2012;Çam et al, 2020), mathematics attitude (Demirel et al, 2015;Marchiş, 2013;Öztürk et al, 2020), mathematics anxiety (Grežo & Sarmány-Schuller, 2018;Irfan, 2017;Jiang et al, 2021;Karasel et al, 2010;Lai et al, 2015), and beliefs (Kurniawati et al, 2022;Nasrullah et al, 2019;Ozturk & Guven, 2016;Soesanto & Dirgantoro, 2021).…”

Implementasi Model Problem Based Learning dan Kemampuan Pemecahan Masalah Matematis dalam Bahan Ajar Kalkulus

“…Parlina dkk (2021) menyatakan bahwa untuk mencapai tujuan pembelajaran matematika, peserta didik diharapkan dapat memiliki kemampuan pemecahan masalah matematika. Selanjutnya menurut (Soesanto & Dirgantoro, 2021) dalam pembelajaran kalkulus integtal mahasiswa cenderung mengalami kesulitan dalam melakukan pemecahan masalah. Wardani (2020) menyatakan bahwa KPMM siswa secara klasikal belum mencapai taraf ketuntasan belajar.…”