Students’ abstraction in solving system of linear equations with two variables

Pangaribuan, Firman

doi:10.1088/1742-6596/1088/1/012071

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…such as calculation errors related to subtraction or division making students unable to continue solving to the end and not being able to translate the problem into a mathematical model correctly, students wrongly assuming, wrongly compiling equations, wrong in solving them, can make mathematical models but students experience difficulties when using the elimination method on TVLES the results obtained are not correct (Rahayuningsih & Qohar, 2014;Susanti, Hasinah, & Zanthy, 2020). In One Variable Linear Equation, it was found that students' learning obstacles in understanding the phrase "a number" became something unknown, for example the variable 𝑥, which could result the students not having the idea of using variables 𝑥 and 𝑦 to represent an object (Jufri & Drijvers, 2016;Pangaribuan, 2018).…”

Section: Analysis Of Learning Obstaclesmentioning

confidence: 99%

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Fuadiah

Septiati

Marhamah

2022

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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This study aimed to formulate the Hypothetical Learning Trajectory (HLT) as part of the Didactical Design Research at the prospective analysis stage in the VIII class of Algebra learning, namely the Two-variable Linear Equation System (TVLES). HLT is based on a study of learning obstacles which includes aspects of repersonalization of material content, potential use of digital media in learning, curriculum analysis, and didactic aspects and is adapted to the needs of students and the development of digital literacy. This study involved 47 students of class VIII, 21 students of class IX, 3 mathematics teachers, and 5 model students. Based on a prospective analysis, the HLT on aspects of the TVLES concept is formulated as follows: 1) Considering the concept of “The Meaning of the Equal Sign” through an open context (realtime thinking literacy), recognize variables as unknown values and varying quantities; 2) Completing an open sentence using trial and error through the context of scales (photo visual literacy); 3) revealing the relationship between symbolic representations and straight-line graphs; the meaning of the point of intersection, using algebraic concepts in completing TVLES (branching literacy); 4) create a mathematical model of a problem related to TVLES (information literacy), and; 5) solving various problems related to TVLES through a logical algorithm. This HLT was expected to be developed into a didactic design which will later be implemented in learning.

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Section: Analysis Of Learning Obstaclesmentioning

confidence: 99%

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Fuadiah

Septiati

Marhamah

2022

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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“…Menurut Santoso, et.al (2019) SPLDV adalah sistem atau unit beberapa linier persamaan dua variabel yang sama. Kompetensi dasar yang harus dikuasai siswa adalah siswa dapat menjelaskan solusi SPLDV dalam masalah kontekstual (Pangaribuan, 2018). Misdalina et.al (2009) menyatakan bahwa struktur sajian materi matematika diawali oleh realitas atau lingkungan, bahkan mungkin diawali oleh matematika informal agar pembelajaran dapat bermakna.…”

Section: Pendahuluanunclassified

“…Ketika soal SPLDV disajikan dalam bentuk cerita atau soal kontekstual, siswa dapat mengenali dan bahkan mungkin mengalami hambatan sehingga tertantang untuk memecahkan masalah tersebut (Pangaribuan, 2018). Learning obstacles yang ditemukan peneliti pada buku teks matematika kelas VIII SMP revisi 2017 adalah pada penyajian materi SPLDV tidak dipaparkan konsep awal SPLDV.…”

Section: Pendahuluanunclassified

Abstraksi Matematika Sebagai Epistemological Obstacles dalam Pemodelan Pembelajaran SPLDV di Sekolah Menengah

Sumbandari

Misdalina

Fuadiah

2022

Jurnal Nasional Pendidikan Matematika

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Abstrak. Penelitian ini merupakan prospective analysis yang merupakan rangkaian dari didactical design research. Penelitian ini dilatarbelakangi oleh miskonsepsi dan alur pembelajaran yang melewati lintasan belajar yang mengakibatkan terjadinya learning obstacles. Dengan demikian, tujuan dari penelitian ini adalah untuk menganalisis hambatan belajar dalam pemodelan matematika dari permasalahan yang berkaitan dengan SPLDV. Metode yang digunakan pada penelitian ini adalah metode kualitatif. Analisis yang dilakukan adalah analisis epistemological obstacles yang berkaitan dengan intervensi didaktis pada kurikulum, RPP, dan wawancara terhadap guru mata pelajaran. Analisis epistemological obstacles juga dilakukan dengan tes diagnostik terhadap siswa kelas 9 SMPN 1 Mendo Barat dan siswa kelas 11 IPA SMAN 1 Mendo Barat. Dari hasil analisis menunjukkan epistemological obstacles dalam pemodelan matematika dari permasalahan yang berkaitan dengan SPLDV. Berdasarkan hasil penelitian, epistemological obstacles yang dominan adalah siswa kesulitan dalam melakukan pemodelan matematika. Terdapat 90,9 % siswa SMP tidak dapat membuat model matematika dengan tepat. Hal yang sama terjadi pada siswa SMA dengan persentase kejadian 86,66 %. Epistemological obstacles yang ditemukan adalah kesulitan dalam melakukan abstraksi yang mengakibatkan siswa tidak dapat melakukan pemodelan matematika dalam menyelesaikan SPLDV. Hasil dari penelitian ini dapat menjadi dasar untuk merancang desain pembelajaran dalam pemodelan matematika agar learning obstacles pada pembelajaran SPLDV dapat diminimalisir. Kata Kunci: Epistemological Obstacles, Abstraksi Matematika, Pemodelan matematika, Didactical Design Research

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“…Linear equations in Two variables are often used as exercises to improve high-order thinking skills. Pangaribuan Xinxin Li, et al (Reviewing Lessons With Mind Mapping) research (Pangaribuan, 2018) shows that linear equations in two variables are associated with students' ability and students need guidance when improving abstraction capabilities in Linear Equations in Two Variables subjects. Fatio et al analyzed 118 Junior High School students in Indonesia, where 118 of these students had studied the Topic Linear Equations in Two Variables.…”

Section: Figure 1 Strategies For Getting Good Math Scoresmentioning

confidence: 99%

Review lessons with mind mapping by The help of 6 Questions Cognitive Model help Students Learn Better

Zhou

Chen

et al. 2021

JELMaR

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Review lessons after class can help students increase student achievement but not necessarily students know how to review effective and efficient learning. This learning goal is to explain how to review effective and efficient lessons using Mind Mapping and 6 Cognitive Model Questions. The subject on this study is a junior high school student. The topic of Linear Mathematics Equations in Two variables is described using a qualitative tendency. Study shows that Mind Mapping and 6 Cognitive Model Questions can improve critical thinking skills, high order thinking abilities and systematic thinking skills. Mind Mapping and 6 Cognitive Models Helping Students to review Linear Equations in Two Variables and get Deep Learning.

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Students’ abstraction in solving system of linear equations with two variables

Cited by 5 publications

References 3 publications

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Abstraksi Matematika Sebagai Epistemological Obstacles dalam Pemodelan Pembelajaran SPLDV di Sekolah Menengah

Review lessons with mind mapping by The help of 6 Questions Cognitive Model help Students Learn Better

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