Proses Berpikir Siswa Perempuan Bergaya Kognitif Intuitif Dalam Menyelesaikan Masalah Matematika

Syuhriyah, Khalimatus; Sa’dijah, Cholis; Subanji, Subanji

doi:10.17977/jptpp.v6i4.14721

Cited by 4 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pria dan Wanita berbeda dalam memperoleh, memahami, dan menguasai konsep matematika (Azizah et al, 2022;Bahri et al, 2022). Siswa perempuan lebih unggul dari siswa lakilaki dalam hal akurasi dan presisi, tetapi tidak penalaran (Agustiani et al, 2021;Syuhriyah et al, 2021). Dibandingkan dengan siswa perempuan, siswa laki-laki lebih tepat dalam menarik kesimpulan dari sebuah pernyataan dan menggunakan logika untuk memecahkan kesulitan.…”

Section: Pendahuluanunclassified

“…Keterampilan matematika dipelajari dan dikuasai dengan cara yang berbeda oleh laki-laki dan perempuan (Azizah et al, 2022;Bahri et al, 2022). Jika dibandingkan dengan siswa laki-laki, siswa perempuan lebih unggul dalam presisi dan akurasi tetapi kurang dalam penalaran (Agustiani et al, 2021;Syuhriyah et al, 2021). Siswa laki-laki lebih mungkin mengekstrapolasi informasi dengan benar dari komentar yang diberikan dan menerapkan logika pada masalah daripada rekan siswa perempuan mereka.…”

Section: Hasil Dan Pembahasanunclassified

See 1 more Smart Citation

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Santosa

Bahri²,

Negara³

et al. 2022

JDM

View full text Add to dashboard Cite

The ability to understand concepts is an ability that supports students' ability to solve problems. However, psychological factors in the form of mathematical self-efficacy and gender, which are factors influencing this ability, have not been investigated much. The purpose of this study was to determine the ability to understand concepts based on mathematical self-efficacy and gender in problem-based learning situations. The one-shot case study design was applied to 70 grade 8 junior high school students in one of the schools in Mataram City selected by the purposive sampling technique. Data collection uses a concept understanding ability test, a mathematical self-efficacy questionnaire, and gender categorization. Data analysis techniques used were the one-sample t-test and the Anacova test. The results of the study show that the PBL model can assist students in developing conceptual understanding skills. Subsequent findings state that mathematical self-efficacy and gender are factors that determine students' ability to understand concepts.

show abstract

Section: Pendahuluanunclassified

Section: Hasil Dan Pembahasanunclassified

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Santosa

Bahri²,

Negara³

et al. 2022

JDM

View full text Add to dashboard Cite

show abstract

“…Defragmenting is described by Kumalasari et al (2016) as a stimulus given to students in order for them to rearrange their thinking structures or undergo cognitive restructuring by changing their thinking structures to become regular and realistic. So, through defragmenting, students' thinking structures can be improved, especially in solving mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

Defragmenting Studentâ€™s Thinking Structures in Solving Mathematical Problems on PISA Model

Supiarmo¹

2022

J. of Innovative Math. Learn.

View full text Add to dashboard Cite

Problem solving is defined as a series of activities that allow students to find solutions to problems. Students' thinking processes occur when processing data or information to solve problems. One way to help students maximize the thinking skillsÂ is to make theirÂ experience when solving problemsÂ withÂ PISA model.Â But in reality, StudentsÂ madeÂ many mistakes and have difficulty understanding the problem, making a settlement plan, lack knowledge of the prerequisite material, and have not been able to describe the reasons in detail regarding the solutions found. One of the possible solutions to improve and complete the structure of students' thinking in solving mathematical problems on the PISA model HOTS questions is defragmenting. This study aims to describeÂ theÂ changes of students' thinkingstructure in solving mathematical problemsÂ through defragmenting. This type of research is descriptive research with a qualitative approach. The research data consisted of students' answers, the results of thinking aloud, and the results of semi-structured interviews. The results showed that students experienced assimilation at the stage of understanding the problem, while at the stage of formulating strategies, implementing plans, and re-examining students' thinking processes, they experienced accommodation. This is because students need defragmenting to connect mathematical concepts to solve problems, correct errors, and complete incomplete problem solving steps.

show abstract

“…Proses pemecahan masalah adalah tentang menghubungkan berbagai bagian kognitif dan pengetahuan lainnya satu sama lain, bagian-bagian tersebut saling terhubung satu sama lain membentuk rangkaian struktur berpikir dalam memecahkan masalah. Struktur pemikiran pemecahan masalah merupakan rangkaian struktur kognitif yang dilakukan selama proses pemecahan masalah (Kumalasari, Nusantara, & Sa'dijah, 2016) . Untuk menggali kesulitan pemecahan masalah siswa dalam memecahkan masalah, dapat dilakukan melalui pemetaan kognitif berbasis polya.…”

unclassified

Defragmenting the Thinking Structure of Problem Solving Through Cognitive Mapping Based on Polya Theory on Pisa Problems

Wahab A,

Buhaerah,

Ahsan

et al. 2022

JMLIPARE

View full text Add to dashboard Cite

Errors in problem solving indicate that there are parts of the cognitive structure that are problematic, either because they are disorganized, disconnected or experiencing cognitive holes. thinking This research uses a qualitative approach. The data analysis technique used refers to the Miles and Huberman analysis model, namely data reduction, data presentation and finally drawing conclusions. The results showed that the three subjects studied were only S1 subjects who were able to answer all the questions given correctly without going through the defragmenting process, this was because the problem-solving thinking structure of the questions was classified as good, this success was supported by the level of cognitive understanding of the prerequisite material for the questions. good. While on the subject of S2, even though the conclusions of the answers already look correct, in one of the questions, it appears that there is an error in thinking which is categorized as pseudo, this error occurs because of the tendency to only pursue similarity questions and do not emphasize understanding mathematical concepts. The defragmenting efforts given are in the form of cognitive conflict interventions, scaffolding–restructuring and scaffolding explaning. While on the subject of S3, the low literacy ability in reading the test questions, as well as understanding the concept of the prerequisite material for the questions, causes errors at all stages of problem solving. The defragmenting efforts given are scaffolding-explaning intervention, scaffolding restructuring, cognitive conflict, scaffolding-review, disequilibration. The lack of knowledge about the prerequisite material so that more emphasis is placed on providing scaffolding-explaning.

show abstract

Proses Berpikir Siswa Perempuan Bergaya Kognitif Intuitif Dalam Menyelesaikan Masalah Matematika

Cited by 4 publications

References 6 publications

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Defragmenting Studentâ€™s Thinking Structures in Solving Mathematical Problems on PISA Model

Defragmenting the Thinking Structure of Problem Solving Through Cognitive Mapping Based on Polya Theory on Pisa Problems

Contact Info

Product

Resources

About