Pengaruh Model Pembelajaran Investigasi Kelompok berbantuan Perangkat Lunak Maple terhadap Kemampuan Pemecahan Masalah Matematis

Wulandari, Putri; Mujib, Mujib; Putra, Fredi Ganda

doi:10.24042/ajpm.v7i1.134

Cited by 16 publications

(12 citation statements)

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“…Pelajaran matematika merupakan pelajaran yang mampu memberikan pelajaran pada siswa untuk memperoleh pengetahuan secara sistematis ataupun cara memecahkan suatu masalah matematis(P. Wulandari, Mujib, & Putra, 2016). Salah satu tujuan pembelajaran matematika adalah mengembangkan kemampuan pemecahan masalah.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Mahasiswa dalam Pemecahkan Masalah Matematis menurut Teori Polya

Netriwati

2016

ajpm

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This research aimed to describe students’ ability in solving mathematics problems according to Polya theory. According to writer’s experience in the subject of basic mathematics, the students had low ability in solving mathemathics problems. Therefore, the writer used the descriptive qualitative method to analyze problem-solving of mathematics according to Polya theory of semester two of IAIN students. Test and interview were used in collecting data. Based on analysis of simple statistic, it was found that students, whose high prior knowledge thought algorithmically in solving the question of problem-solving of mathematics, could understand the problems correctly and fluently. Students whose moderate prior knowledge thought algorithmically and not completely solved the questions of problem-solving. Furthermore, students whose low prior knowledge thought heuristic in solving the questions of problem-solving of mathematics.

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Section: Pendahuluanunclassified

Analisis Kemampuan Mahasiswa dalam Pemecahkan Masalah Matematis menurut Teori Polya

Netriwati

2016

ajpm

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“…Mathematics is a subject that can equip students with the systematic acquisition of knowledge or how to solve mathematical problems. (Wulandari, Mujib, & Putra, 2016). Problem-solving in mathematics is an activity to find solutions to the mathematical problems faced and does not demand any special patterns regarding the way or strategy of solving them.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Problem Solving Based on the Characteristics of the Student’s Thinking Style

Vidyaningrum¹,

Raharjo²,

Pradja³

2022

KJPM

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This study aims to analyze the ability to solve mathematical problems based on the characteristics of students' thinking style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). This research was carried out at one of the junior high schools in Tangerang, Indonesia. The subjects were 20 Year 7 students, with different thinking style. This research employed a qualitative approach. The instruments used are problem-solving tests and non-problem-solving tests on the characteristics of students' thinking style and a test of mathematical problem-solving ability accompanied by interview results. The data were analyzed descriptively to describe the test results of students' mathematical problem-solving abilities. The results showed that CS-type students could understand the problem in accordance with the indicators. Type AS students can understand but do not write the steps in detail. AR students are as well-understood but less thorough about their calculations. Meanwhile, CR students can understand only a few parts of problem-solving.

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“…Hence, it is less meaningful for students, especially junior high school students. Other studies applied cultural context, but the aim was to explore a single solution for the students (Simamora et al, 2018;Wulandari et al, 2016). Therefore, in this study, an open-ended problem based on local culture will be developed, which uses the context of the Palembang Songket motif.…”

Section: Introductionmentioning

confidence: 99%

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Araiku

Kurniadi²,

Pratiwi³

2022

jel

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Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.

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Pengaruh Model Pembelajaran Investigasi Kelompok berbantuan Perangkat Lunak Maple terhadap Kemampuan Pemecahan Masalah Matematis

Cited by 16 publications

References 0 publications

Analisis Kemampuan Mahasiswa dalam Pemecahkan Masalah Matematis menurut Teori Polya

Analisis Kemampuan Mahasiswa dalam Pemecahkan Masalah Matematis menurut Teori Polya

Mathematical Problem Solving Based on the Characteristics of the Student’s Thinking Style

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

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