The strategies and errors of high school students’ in solving logarithmic inequalities

Musafir, Raqqasyi Rahmatullah; Susiswo,

doi:10.1063/5.0043439

Cited by 2 publications

(3 citation statements)

References 9 publications

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“…Students do not really calculate the numbers but only pay attention to the positive and negative sign in number line (Figure 6). The way to solve that problem similar with research results by (Musafir & Susiswo, 2021) There is possibility that the students do not really check the value of 𝑥 in each interval, instead they only checks for one interval and conclude that the next or previous interval would have the opposite conclusion. Even though many students answered correctly, there were still errors.…”

Section: Discussionmentioning

confidence: 79%

Senior high school students’ understanding of mathematical inequality

Palupi

Sumarto²,

Purbaningrum

2022

jel

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Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.

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Section: Discussionmentioning

confidence: 79%

Senior high school students’ understanding of mathematical inequality

Palupi

Sumarto²,

Purbaningrum

2022

jel

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“…Besides the low understanding of the problem, errors in the mathematical literacy process were caused by misunderstanding the solution strategy. Based on research, Musafir and Susiswo (2021), several factors caused errors in using strategy in problem-solving. They were misconceptions, incorrect procedures, technical errors, and writing mistakes.…”

Section: Discussionmentioning

confidence: 99%

“…However, there were still some errors in the conclusion step. Based on Musafir and Susiswo (2021), this was a technical error since the subject experienced a mistake at the end of the conclusion.…”

Section: Discussionmentioning

confidence: 99%

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Kusuma¹,

Wardono²,

Cahyono³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Literacy ability is an individual's ability to reason, formulate, solve, and interpret mathematically to solve problems related to daily life. Executive function is a cognitive aspect that has a relation with mathematical literacy. One of some aspects that affects the low mathematical literacy ability is the aspect of executive function. This study aims to investigate the characteristics of mathematical literacy based on the executive function aspects of 15 years old students. A qualitative method with a descriptive approach is employed in this study. The present research applies interview guidelines, questionnaires, and students' mathematical literacy tests as the instruments. Research subjects are junior high school students in grade VIII from two different schools. The result shows that the students' executive function influences mathematical literacy ability. Students' mathematical literacy ability is not fully achieved by fulfilling all the indicators involved. Another aspect found in the research is the low critical thinking ability impacts the achievement of mathematical literacy ability indicators.</p>

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The strategies and errors of high school students’ in solving logarithmic inequalities

Cited by 2 publications

References 9 publications

Senior high school students’ understanding of mathematical inequality

Senior high school students’ understanding of mathematical inequality

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

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