The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk, Erna; Husamah, Husamah

doi:10.17478/jegys.665833

Cited by 17 publications

(19 citation statements)

References 59 publications

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“…Primary school is assumed as the beginning of education processes (Ferraz & Neves, 2017;Jacob & Rockoff, 2011). Consequently, it is required a learning which able to prepare the students in gaining adequate understanding of science (known as scientific literacy) (Prasasti & Listiani, 2019;Rochman et al, 2019;Sujana et al, 2019;Vieira & Tenreiro-Vieira, 2016), and having skills to live in the 21 st century (Husamah et al, 2018;Yayuk & Husamah, 2020), i.e. critical thinking (Florea & Hurjui, 2015;Kettler, 2014;Vieira & Tenreiro-Vieira, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Aiman¹,

Hasyda²,

Uslan³

2020

EUROPEAN J ED RES

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This research aimed at analyzing the influence of 'Process Oriented Guided Inquiry Learning' model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students' scientific literacy who gain the POGIL learning assisted by the realia media and the students' scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

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Section: Introductionmentioning

confidence: 99%

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Aiman¹,

Hasyda²,

Uslan³

2020

EUROPEAN J ED RES

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“…According to the findings, some students still have trouble solving mathematical problems in the form of storey problems (Maulyda et al, 2020). Teachers also being evaluated for their problem-solving ability namely identifying information on the problem, carrying out the procedure according to plan, and doing calculations correctly (Maulyda et al, 2019, Yayuk & Husamah, 2020. Tambychika and Meerahb (2010) studied the difficulties of the students in solving mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

Newman’s Error Analysis of Common Errors in Solving Convergence of Power Series Using Ratio Test

Mansor¹,

Samsudin²,

Shukri³

2021

IJARBSS

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In mathematics, the students are urged to answer the questions correctly. Answers with complete sets of solutions shows a certain level of understanding of students. However, it is undeniable that some student had difficulty in answering the questions correctly. The students may not have certain understanding on a particular topic and that does not mean that they are poor in mathematics. Some errors that students do in doing mathematics may due to misunderstanding of questions, incorrect concepts, careless mistakes or skip of required answer steps. The purpose of this study was to give insight to the instructors on the common errors done by the students in solving question with long sets of solution. This research method is a descriptive study, with the aim of finding out the number of percentage and the level of students' mistakes using Newman's Error Analysis. This study focused on year two student that undertook Further Calculus in Engineering emphasised on convergent test of power series using ratio test topic. The data were collected from their final examination answer papers, focused only on related questions. The results show the most common error made by the students were transformation error (38%) and encoding error (38%) and did less in comprehension error (2%). While reading error (5%) and process skill error (17%) could also had been considered low. Instructors must guide the students more on correct transformation (solve fraction and factorisation) and encoding (interval of convergence) in order to solve convergence of power series using ratio test.

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“…The teacher is a profession that requires special knowledge and skills to meet the needs of its students [14]. One of the student's needs is to acquire instruction until the student reaches the stage of optimal personal development.…”

Section: Introductionmentioning

confidence: 99%

“…One of the indicators in professional competence that must be possessed by prospective elementary school teacher students is being able to implement conceptual, procedural knowledge, and their relationship in solving math problems and being able to apply them in everyday life (Ministry of National Education, 2007). Problem solving in mathematics is one of the abilities that must be mastered by prospective elementary school teacher students [14]. Prospective teacher students need to master the ability to solve mathematical problems, because this competence is needed in addition to equipping the students themselves as well as to equip their students later, to be ready to face the challenges of an increasingly developing world [18].…”

Section: Introductionmentioning

confidence: 99%

“…Students cannot solve non-routine problem problems according to the stages of the pattern. This is because students are less accustomed to solving non-routine problems and lack information about problem-solving strategies [14,18,19]. This condition must be immediately observed by educators and education observers, especially in the Elementary School Teacher Education Study Program.…”

Section: Introductionmentioning

confidence: 99%

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Problem-solving Abilities Through Integrated Learning Nested Models in Terms of the Initial Abilities of the Pre-service Elementary School Teacher

Sari¹,

Herman²

2021

Advances in Social Science, Education and Humanities Research

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The low problem-solving ability of prospective pre-service elementary school teachers needs serious attention. Because students are prospective teachers who when they become teachers must equip their students with problem-solving skills. Therefore it is necessary to have a solution to overcome these problems. This study aims to obtain an overview of the problem-solving abilities of students who obtain integrated mathematics learning with the nested model in terms of the initial mathematical abilities of PGSD students. This research was conducted using a quasi-experiment. Problem-solving ability as the dependent variable, integrated learning, and early mathematical ability as independent variables. Data analysis used twoway Anova. Problem-solving ability data is taken through a problem-solving ability test, and students' initial mathematical abilities are seen from the midterm exam results. The results showed that (1) the application of Integrated Learning in mathematics learning made a positive contribution to students' problem solving abilities. This can be seen from the results of the research which show that there are differences in mathematical problem solving abilities between students who get Integrated Learning and those who get Fragmented Learning; (2) the level of students' initial mathematical abilities made a positive contribution to problem solving abilities. This can be seen from the results of the research which show that there are differences in students' initial mathematical abilities; (3) there is an interaction effect between Integrated Learning and early mathematical abilities on problem solving abilities.

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The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Cited by 17 publications

References 59 publications

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Newman’s Error Analysis of Common Errors in Solving Convergence of Power Series Using Ratio Test

Problem-solving Abilities Through Integrated Learning Nested Models in Terms of the Initial Abilities of the Pre-service Elementary School Teacher

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