The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency

Chong, Maureen Siew Fang; Shahrill, Masitah; Li, Hui-Chuan

doi:10.22342/jme.10.2.7265.215-228

Cited by 47 publications

(36 citation statements)

References 18 publications

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“…Many researchers, especially in Indonesia, researched the influence of the CORE model, as well as a realistic mathematical approach to students' mathematical problem-solving abilities. Their results show that there is an increase in students' mathematical problem-solving abilities after learning with the CORE model (Purwati, Rochmad, & Wuryanto, 2018;Wijayanti et al, 2017), and the achievement and improvement of mathematical problem-solving abilities of students who study through RME approach are better than students who learn using conventional approach (Ulandari, Amry, & Saragih, 2019;Huda, Florentinus, & Nugroho, 2020;Chong, Shahrill, & Li, 2019). These previous studies analyzed the effect of the CORE model as well as a realistic mathematical approach to problem-solving abilities, but the implementation was separated.…”

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confidence: 99%

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

2020

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The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems. AbstrakPenelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Partisipan dalam penelitian ini sebanyak 145 siswa sekolah menengah pertama, dengan perincian 50 siswa belajar melalui model CORE RME, 49 siswa belajar melalui model CORE, dan 46 siswa belajar melalui model Konvensional. Alat pengumpulan data yang digunakan adalah tes KPMM, dan group embedded figure test (GEFT). Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Berdasarkan gaya kognitif, antara siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional ditemukan bahwa tidak terdapat perbedaan secara signifikan KPMM antara siswa FI. Selanjutnya, terdapat perbedaan secara signifikan KPMM antara siswa FD dan KPMM siswa FI lebih baik dari KPMM siswa FD. Oleh karena itu, model pembelajaran dan gaya kognitif siswa sangat penting untuk dipertimbangkan dalam proses pembelajaran, sehingga siswa dapat memecahkan masalah matematika. Kata kunci: Kemampuan pemecahan masalah matematika, Model pembelajaran, Field dependent-Field independentHow

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Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

2020

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“…e teachers are to create learning experiences to develop students' understanding of concepts, ideas, and applications as an integrated whole process of learning mathematics [25,26]. e questions proposed in this study are different from previous studies, where this study formulates open-ended questions that direct students to explain how they solve each question and solve it.…”

Section: Introductionmentioning

confidence: 99%

Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple

Sutarto

Hastuti

Listiawan

et al. 2021

Education Research International

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This study is aimed at determining students’ misconceptions on the teaching material of the greatest common factor and least common multiple. The sample of this study consisted of 124 fourth-grade elementary school students in the academic year of 2019–2020 in areas of Mataram, West Lombok, North Lombok, and East Lombok at West Nusa Tenggara Province. The instrument of this study is a test covering five questions in the form of open questions. The data are analyzed based on the students’ explanations while they answer the test. The students’ wrong answers are grouped into categories. The interview activities are carried out for students who have a misconception. Then, researchers create a table of frequencies/presentations relating to each type of students’ misconception. The results show that students experience misconceptions due to factors, including having a weak multiplication concept, having a weak prime number concept, determining the least common multiple of two numbers by multiplying the two numbers, and inability to distinguish between multiples and factors of a number. In light of the findings, a number of conclusions are obtained and several implications are put forward.

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“…Furthermore, the importance of instilling strong mathematical conceptual understanding in students has been emphasised in previous studies (Baroudi, 2006;Pungut & Shahrill, 2014;Shahrill, Prahmana & Roslan, 2018, Shahrill, Putri, Zulkardi & Prahmana, 2018Chong, Shahrill, Putri & Zulkardi, 2018;Abdullah, Shahrill, Tan & Yusof, 2017). However, other studies mentioned that teachers are inclined towards finishing the syllabus than focusing on students' understanding, thus limiting to mere delivering of procedural knowledge than making connections to real-life situations (Abdullah et al, 2018;Shahrill, 2009;Chong et al, 2018;Rosney, 2008;Sakdiah, 2008;Shahrill, 2018;Chong, Shahrill & Li, 2019;Shahrill & Clarke, 2019). Therefore, less realistic considerations and common sense are used in students' attempts to solve word problems (Verschaffel, Brian & De Corte, 2000).…”

Section: Introductionmentioning

confidence: 99%

Applying the hybrid strategy in solving mathematical word problems at the elementary school level

Rosli

Shahrill

Yusof

2020

J. Technol. Sci. Educ.

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The study was designed to assess the effectiveness of an alternative teaching approach strategy called the Hybrid Strategy. It was intended specifically in minimising the common errors made by students, which were Comprehension and Transformation errors, and aimed at helping students to perceive word problems as a story line to be completed using the Hybrid Strategy. This strategy is a step-by-step guidance to improve students’ visualisations and perceptions of mathematical word problems. The strategy incorporates the use of pictorial representations for students’ visualisation and interrogative words (who, what, where, when and how) using the mnemonic Mr. How and his 4 Warriors to prompt students’ understanding when solving 1-step and 2-step word problems. The study involved 39 Year 5 students from a local government school in the Brunei-Muara district of Brunei Darussalam. The four research instruments were used in collecting the data: diagnostic pre-test, diagnostic post-test, Newman’s Error Analysis interviews and general observations during intervention lessons. Analyses from students’ written test responses revealed that the students committed all five types of Newman error and the most common type of errors occurred in this study are Comprehension errors. Further analyses showed that the use of the Hybrid Strategy in minimising Comprehension and Transformation errors was successful. However, there was only a slight improvement of students’ scores in their post-test, contributing to only a minor extent of the effectiveness of the Hybrid Strategy used in this study. Additionally, slight positive shifts of students’ perceptions were observed towards solving mathematical word problems.

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The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency

Cited by 47 publications

References 18 publications

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple

Applying the hybrid strategy in solving mathematical word problems at the elementary school level

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