scholarly journals Students’ reflective thinking process in mathematical problem-solving reviewed from self-confidence

2021 ◽  
Author(s):  
Yenni Farnila ◽  
Rahmah Johar ◽  
Usman
Keyword(s):  
Problem Solving ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Self Confidence ◽  
Thinking Process

scholarly journals Reflective Thinking Process Students with Visual Learning Style in Mathematical Problem Solving

2020 ◽  
Vol 8 (09) ◽  
pp. 187-193
Author(s):  
Nurul Zahara ◽  
Hajidin ◽  
Zainal Abidin
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Mathematical Problem Solving ◽  
Thought Process ◽  
Mathematical Problems ◽  
Thinking Process

The student's thought process is very dependent on each student's learning style. One model of learning styles is visual learning styles. Students who have a visual learning style tend to more easily absorb information and learn by what they see. Most students do not recognize the type of learning style, so students are not able to optimize the process of absorbing mathematical information properly and result in a lack of mathematical reflective thinking abilities. Reflective thinking is a thought process that is needed in mathematical problem solving. The teacher must know the students' mathematical reflective thinking process, so that it can help students in solving mathematical problems. The purpose of this study was to determine the reflective thinking process of students who have a visual learning style in solving mathematical problems. This research method is descriptive with a qualitative approach. The subjects in this study were 1 student of Meureudue 1 Junior High School who was selected based on a learning style questionnaire. Data collection is done through reflective thinking tests and interviews. The data obtained were analyzed using data reduction, data presentation and drawing conclusions. The results showed that the reflective thinking process of students who had a visual learning style on the Reacting indicator students began by mentioning what was known and asked, then on the Comparing indicator students identified the methods / concepts that were considered effective and connected the problems that were asked with the problems they had faced and the indicators. Contemplating students solve problems in questions and make conclusions but visual students are less clear in making conclusions and kinesthetic students still have incorrect calculations.

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tingkat Self-Confidance Peserta Didik Kelas VIII

2021 ◽  
Vol 1 (2) ◽  
pp. 212-223
Author(s):  
Rani Rizka Ramdani ◽  
Nyoman Sridana ◽  
Baidowi Baidowi ◽  
Laila Hayati
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Multiple Choice Questions ◽  
Math Problem ◽  
Math Problem Solving ◽  
Self Confidence ◽  
Data Collection Technique ◽  
High Level ◽  
Looking Back

This study aims to describe mathematical problem-solving ability based on the level of self-confidence. This type of research is a qualitative descriptive study with a quantitative approach. The data collection technique in this research is to provide test (10 multiple choice questions and 2 description questions), questionnaires, and interviews. The results showed that students with high level of self-confidence with high mathematical problem-solving abilities were able to achieve 3 out of 4 indicators of assessing problem solving abilities well, namely indicators of understanding problems, devising a plan, and carrying out the plans. Students with high level of self-confidence with moderate math problem solving abilities are able to achieve 1 of 4 indicators well, namely carrying out the plans, achieve 2 of the 4 indicators quite well, namely indicators of understanding problems and devising a plan, and less able to achieve 1 of 4 indicators namely looking back indicators. Students with high level of self-confidence with low math problem solving abilities are able to achieve 1 of 4 indicators well, namely indicators of understanding the problem. However, it does not reach 3 indicators, namely devising plans, is carrying out the plan and looking back.  

scholarly journals Mathematical Problem Solving Capabilities: Self-confidence, Self-efficacy, Emotional Intelligence, and Concept Understanding Ability

2020 ◽  
Vol 4 (3) ◽  
pp. 20-26
Author(s):  
Syaipul Amri ◽  
Wahyu Widada ◽  
Agus Susanta ◽  
Zamzaili Zamzaili
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Self Confidence ◽  
Mathematical Problems

Mathematics is a compulsory subject in all of Indonesian high school. Problem solving ability is a competency that must be possessed in learning mathematics. The purpose of this study was to examine the variables that affect the ability to solve mathematical problems. These variables are self confidence, self efficacy, emotional intelligence, and the ability to understand concepts. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all high school students in Bengkulu City. There are five instruments of this research, namely a test of mathematical problem-solving ability, a concept comprehension ability test, and three questionnaires for self confidence, self efficacy, as well as an emotional intelligence questionnaire. Research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study were the variables of self confidence, self efficacy, emotional intelligence, and the ability to understand concepts have a direct positive effect on the ability to solve mathematical problems. From this research, we conclude that the ability to solve mathematical problems through self-confidence, self-efficacy, emotional intelligence, and the ability to understand concepts students were in a good category.

scholarly journals Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving

2020 ◽  
Vol 3 (4) ◽  
pp. 1759-1772
Author(s):  
Irhamna Irhamna ◽  
Zul Amry ◽  
Hermawan Syahputra
Keyword(s):  
Problem Solving ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Mathematical Problem ◽  
Linear Regression Analysis ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Self Confidence ◽  
Mathematical Anxiety ◽  
Mathematical Problems

The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.

scholarly journals THE ROLE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF CONFIDENCE

2018 ◽  
Vol 9 (2) ◽  
pp. 291-300 ◽  
Author(s):  
Heris Hendriana ◽  
Tri Johanto ◽  
Utari Sumarmo
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
High Association ◽  
Self Confidence ◽  
Tenth Grade

This study is a pre test-post-test experimental control group design having a goal to analyze the role of problem-based learning on students’ mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.

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