The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Rosyidi, Abdul Haris; Hasanah, Kurrotul

doi:10.24127/ajpm.v11i4.5706

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…According to Sunardi et al, (2022), APOS theory can be used as an analytical tool to describe how mathematical knowledge is formed in a person and can be used to see whether students' understanding of mathematical concepts has reached a certain stage or not. In its application, the use of this theory is considered more flexible to describe the construction process of students in understanding a mathematical concept (Kurrotul & Rosyidi, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert

Mahfudhoh,

Saniya,

Kohar

2024

J. Math. Pedagogy (JoMP)

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This study aims to describe the process of constructing new concepts for students with introverted and extroverted personalities. The research subjects were two students of grade VI in one of the elementary schools with different personalities (introverts and extroverts). Data collection techniques using personality test questionnaires, tests, and interviews. Analysis of the data from the proportion concept test results refers to the APOS indicator (Action, Process, Object, Schema). The results showed that there were differences between introverted and extroverted students in the process of constructing students' new concepts on proportion concept. At the Action stage, they can solve problems related to the concept of worth comparison. The two subjects used a similar strategy, namely the multiplication operation. At the Process stage, introverted subjects can interpret the value comparison problem into various representations, both tables and graphs, and can explain its characteristics. While the extrovert subject is only able to represent the problem of value comparison in the form of a table only and experiences doubts in explaining its characteristics. At the Object stage, they can provide other examples of the concept of value comparison, but introverted subjects are more creative in this regard. In addition, they are also able to classify whether a problem includes the concept of valued comparison or not. At the Schema stage, they can define worth comparison and can infer its relationship with several concepts even though the extroverted subject has not fully concluded its relationship with the classification of comparison. This description can be used as input for teachers in choosing learning methods or strategies to convey material that is well received by each student.

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Section: Introductionmentioning

confidence: 99%

Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert

Mahfudhoh,

Saniya,

Kohar

2024

J. Math. Pedagogy (JoMP)

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“…The influence of students' knowledge and skills in solving proportion problems has a strong connection to daily life experiences and is important for achieving proficiency in more advanced mathematical ideas (Rosyidi & Hasanah, 2022). The ideas of ratio and proportion are frequently encountered by students in their daily lives, giving them a significant focus of study in mathematics education (Pratiwi & Sudihartinih, 2021).…”

Section: Introductionmentioning

confidence: 99%

How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

Sugiarni,

Herman,

Suryadi

et al. 2024

BetaJTM

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Problem solving for proportion problems has not fully incorporated various appropriate strategies. This study aimed to identify and analyze the strategy used by pre-service mathematics teachers in solving proportion problems. This research used a qualitative method with a phenomenological design. The participants of this study were 29 pre-service mathematics teachers with the characteristics of having learned the concept of proportion. Data were collected using tests, interviews, observation, and document study techniques. Data were analyzed in stages, starting with data collection, data reduction, data review, and results conclusion, to solve proportion problems. The results obtained were in the form of a description of the techniques used in solving proportion tasks. Pre-service mathematics teachers mostly used the cross-product strategy in solving proportion tasks. The results of this study can be used as a basis for developing hypothetical learning trajectories for comparison learning for pre-service mathematics teachers in the future. Abstrak Penyelesaian soal proporsi belum sepenuhnya memasukkan berbagai strategi yang tepat. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis strategi yang digunakan guru matematika calon guru dalam menyelesaikan masalah perbandingan. Penelitian ini menggunakan metode kualitatif dengan desain fenomenologis. Partisipan penelitian ini berjumlah 29 mahasiswa calon guru matematika dengan karakteristik telah mempelajari konsep proporsi. Data dikumpulkan dengan menggunakan teknik tes, wawancara, observasi, dan studi dokumen. Data dianalisis secara bertahap, dimulai dari pengumpulan data, reduksi data, penelaahan data, dan penarikan kesimpulan hasil, untuk menyelesaikan masalah proporsi. Hasil yang diperoleh berupa uraian tentang teknik-teknik yang digunakan dalam menyelesaikan tugas proporsi. Mahasiswa calon guru matematika sebagian besar menggunakan strategi cross produk dalam menyelesaikan tugas proporsi. Hasil penelitian ini dapat digunakan sebagai dasar untuk mengembangkan hypothetical learning trajectory untuk pembelajaran perbandingan bagi mahasiswa calon guru matematika di masa yang akan datang.

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“…Previous research related to APOS theory is more widely used to describe the process of reconstructing mathematical concepts (Anam et al, 2020;Israhayu et al, 2021;Kurniawan et al, 2018;Listiawati & Juniati, 2021;Safitri et al, 2021;Tatira, 2021;Zahid et al, 2014), to describe the construction process of mathematical concepts (Rosyidi & Hasanah, 2022), and used to underlie the development of worksheet (Arnawa et al, 2019;Fatimah et al, 2017). In addition, research from Ummah & Azmi (2020) focuses on concept construction through learning media.…”

Section: Introductionmentioning

confidence: 99%

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

Hasanah,

Rosyidi

2023

MATHEdunesa

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The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.

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The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Cited by 3 publications

References 17 publications

Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert

Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert

How do pre-service mathematics teachers resolve proportion tasks? Focus strategy of proportion solving

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

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