Perilaku Siswa Sekolah Dasar dalam  Menyelesaikan Soal Cerita Matematika

Learning word problem can be used as a means to drill students to solve problems. In word problem, students are demanded to be able to comprehend problems contexts that are given, make Math model from those problems, find ways to solve them and re-examine the results gotten. While in fact, it is shown that there are still a lot of students who find difficulties so that they make some errors in solving word problems. Related to the wills that appear to know the students’ behaviour and errors that are done by students while solving word problem by using Polya solving problem model. This study is focused to identify and classify errors that are done by students in solving word problems.. In addition, the reasons why the errors occur and hoe to solve them are going to be revealed here. This study uses qualitative descriptive approach. This research is done by students of fifth graders in SDN 1 Kebonsari Malang. The subjects of this study are chosen through the entrance test with errors variations and discussion results with teachers. There are eight students that are chosen who are divided into two students who have high ability, two students who have medium ability and four students who have low ability. Behaviour, types of errors and the reasons are gotten from the result of test and interview. The behaviour that is shown by the students of fifth graders in SDN 1 Kebonsari Malang are classified into four categories such as DTA-not proficient and DTA-proficient. Moreover, it is also found that there are other different reasons occur, but they are still related to the Pape behaviour problem solving, that is DTA-Limited Context + behaviour translation but without explanation, DTA Proficient + behaviour translation and DTA-Not Proficient + behavior translation. Based on the result of the study, it is suggested that teachers should know the errors that are often done by the students before the lesson begins to emphasize the teaching and learning process in those errors. Teachers are also able to give some practices, mainly in word problem to drill students’ experiment in solving them. Furthermore, the steps of solving the problems by using Polya model need to emphasize in terms of its usage so that it can practice students’ thinking process systematically. For the further research, if other researchers want to use this model to conduct further research so that they need to consider the application of this method in students and schools’ condition that are relatively different or other Math topics in the same subject.

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Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Educational Studies in Mathematics ◽

10.1007/s10649-021-10028-1 ◽

2021 ◽

Author(s):

Yasemin Copur-Gencturk ◽

Tenzin Doleck

Keyword(s):

Word Problem ◽

Word Problems ◽

Mathematical Knowledge ◽

Teaching And Learning ◽

Mathematics Learning ◽

Mathematical Knowledge For Teaching ◽

Important Indicator ◽

Strategic Competence ◽

The Usa ◽

Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

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Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v15i1.26534 ◽

2020 ◽

Vol 15 (1) ◽

Author(s):

Laely Mafruhah ◽

Arif Muchyidin

Keyword(s):

Word Problem ◽

Word Problems ◽

Descriptive Study ◽

Study Data ◽

Seventh Graders ◽

Response Level ◽

Qualitative Descriptive ◽

Mathematical Word Problems ◽

The Given ◽

Error Types

Tujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson dan faktor-faktor yang menyebabkan siswa melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 44 siswa kelas VII MTs Yapik Sindangjawa, Cirebon sebagai subjek penelitian. Data jenis kesalahan dan faktor yang menyebabkan siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika diperoleh melalui tes penyelesaian masalah berbentuk soal cerita matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dalam penelitian ini melakukan kesalahan yang bervariasi dari delapan jenis kesalahan yang ada pada kriteria Watson. Jenis kesalahan yang sering dilakukan oleh siswa adalah Inappropriate Procedure (IP) yaitu prosedur yang digunakan tidak tepat, Omitted Conclusion (OC) yaitu tidak menuliskan kesimpulan, dan Above Other (AO) yaitu kesalahan lainnya seperti tidak mengerjakan soal. Adapun jenis kesalahan yang jarang dilakukan oleh siswa adalah Response Level Conflict (RLC) yaitu siswa berusaha menyelesaikan soal, namun menghasilkan kesimpulan yang kurang logis. Beberapa faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika adalah siswa tidak mengetahui rumus yang akan digunakan, kurangnya waktu dalam mengerjakan semua soal tes, dan siswa menganggap bahwa soal cerita merupakan soal yang sulit untuk diselesaikan. Analysis of students' errors in solving mathematical word problems based on Watson's criteriaAbstractThis study aimed to describe the errors made by students in solving mathematical word problems according to Watson’s criteria as well as factors that cause students to do that errors. This study was a qualitative descriptive study involved 44 seventh graders of MTs Yapik Sindangjawa, Cirebon, Indonesia as the subjects of this study. Data of error types and factors that lead students to do such errors in solving mathematical word problems were collected using the test of solving mathematical word problems and interview guidelines. The results showed that the subjects made various errors from the eight types of errors that exist in Watson's criteria. The types of errors that often made by students were Inappropriate Procedure (IP) namely using inappropriate procedures; Omitted Conclusion (OC) namely students not writing conclusions; and Above Other (AO) namely making other mistakes such as not giving a response towards the given problem. The type of error that was rarely made by students was Response Level Conflict (RLC), where students try to solve the problem but produce less logical conclusions. Some of the factors that cause students to do some errors in solving mathematical word problems namely students do not know the formula to be used to solve the given problems, lack of time to solve all problems of the test, and students think that the mathematical word problem was difficult to be solved.

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IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

10.24114/reg.v3i1.1043 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Ramadhayani Fitri Nasution And Busmin Gurning

Keyword(s):

Action Research ◽

Learning Process ◽

Teaching And Learning ◽

Qualitative Data ◽

Speaking Test ◽

The Subject ◽

Thinking Process ◽

Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

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Peningkatan Kemampuan Guru dalam Menyusun RPP Berbasis Karakter melalui Pendekatan Supervisi Kalaboratif Di SDN 07 Situjuah Gadang Kecamatan Situjuah Limo Nagari

JPGI (Jurnal Penelitian Guru Indonesia) ◽

10.29210/02593jpgi0005 ◽

2020 ◽

Vol 5 (1) ◽

pp. 17

Author(s):

Ridwan Ridwan

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Action Observation ◽

Descriptive Analysis ◽

Lesson Plans ◽

Research Procedure ◽

Qualitative Descriptive ◽

The Subject ◽

Class Teacher ◽

Planning Action

The success of teaching and learning activities can be known from the results of teacher performance in preparing character-based lesson plans and implementing them in the teaching and learning process in class. This school action research aims to see whether there is an increase in the ability of teachers in developing character-based lesson plans and their implementation in teaching and learning process. This research uses 2 cycles. The research procedure has four stages of activities are, planning, action, observation and evaluation, and reflecting. The study was conducted at SDN 07 Situjuah Gadang. The subject of the research is the class teacher and subject teacher, which totals 7 teachers. Data processing using qualitative descriptive analysis techniques.Based on the results of data analysis that has been stated, that the data obtained from observing the ability of teachers to prepare character-based lesson plans in cycle I and cycle II there is an increase in the ability of teachers in preparing character-based lesson plans.

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Students’ suspension of sense making in problem solving

ZDM ◽

10.1007/s11858-020-01215-0 ◽

2021 ◽

Author(s):

Gemma Carotenuto ◽

Pietro Di Martino ◽

Marta Lemmi

Keyword(s):

Problem Solving ◽

Qualitative Study ◽

Word Problem ◽

Word Problems ◽

Mathematical Problem ◽

Critical Issue ◽

Mathematical Problem Solving ◽

Sense Making ◽

Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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A. A. Fridman. Stépéni nérazréšimosti problémy toždéstva v konéčno oprédélénnyh gruppah. Doklady Akadémii Nauk SSSR, vol. 147 (1962), pp. 805–808. - A. A. Fridman. Degrees of insolvability of the word problem in finitely defined groups. English translation of the preceding by Sue Ann Walker. Soviet mathematics, vol. 3 no. 6 (1962), pp. 1733–1737. - C. R. J. Clapham. Finitely presented groups with word problems of arbitrary degrees of insolubility. Proceedings of the London Mathematical Society, ser. 3 vol. 14 (1964), pp. 633–676. - William W. Boone. Finitely presented group whose word problem has the same degree as that of an arbitrarily given Thue system (an application of methods of Britton). Proceedings of the National Academy of Sciences, vol. 53 (1965), pp. 265–269. - William W. Boone. Word problems and recursively enumerable degrees of unsolvability. A first paper on Thue systems. Annals of mathematics, ser. 2 vol. 83 (1966), pp. 520–571. - William W. Boone. Word problems and recursively enumerable degrees of unsolvability. A sequel on finitely presented groups. Annals of mathematics, ser. 2 vol. 84 (1966), pp. 49–84.

Journal of Symbolic Logic ◽

10.2307/2269900 ◽

1968 ◽

Vol 33 (2) ◽

pp. 296-297

Author(s):

J. C. Shepherdson

Keyword(s):

Word Problem ◽

Word Problems ◽

Nauk Sssr ◽

London Mathematical Society ◽

National Academy Of Sciences ◽

Doklady Akademii Nauk Sssr ◽

Finitely Presented Groups ◽

Recursively Enumerable ◽

Finitely Presented ◽

Degrees Of Unsolvability

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Word problems related to derivatives of the displacement map

Mathematical Proceedings of the Cambridge Philosophical Society ◽

10.1017/s0305004100070638 ◽

1991 ◽

Vol 110 (3) ◽

pp. 569-579 ◽

Cited By ~ 11

Author(s):

J. Devlin

Keyword(s):

Periodic Solutions ◽

Word Problem ◽

Word Problems ◽

Abstract Word ◽

Local Problem ◽

Image Position ◽

Derivatives Of

In [6], we considered the equationwhere z ∈ ℂ and the pi are real-valued functions; abstract word-problem concepts and techniques were applied to the local problem of the bifurcation of periodic solutions out of the solution Z ≡ 0. This paper is a sequel to [6]; we present an extension of certain concepts given in that paper, and give a global version of some of our word-problem results.

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Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

Intervention in School and Clinic ◽

10.1177/10534512211047580 ◽

2021 ◽

pp. 105345122110475

Author(s):

Bradley Witzel ◽

Jonté A. Myers ◽

Yan Ping Xin

Keyword(s):

Learning Disabilities ◽

Problem Solving ◽

Word Problem ◽

Word Problems ◽

Mathematics Performance ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Model Based ◽

Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

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ANALISIS KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL CERITA BERDASARKAN TAHAPAN NEWMAN PADA MATERI BANGUN DATAR SEGIEMPAT

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p40-47 ◽

2020 ◽

Vol 9 (1) ◽

pp. 40-47

Author(s):

Mochamad Andy Ardianzah ◽

Pradnyo Wijayanti

Keyword(s):

Word Problems ◽

Research Subjects ◽

Reading Error ◽

Interview Method ◽

Public Middle School ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Written Test ◽

Analysis Errors

Dalam mengerjakan permasalahan matematika, pasti ada yang mengalami suatu hambatan dalam proses pemecahannya yang menyebabkan terjadinya suatu kesalahan dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis jenis kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita berdasarkan tahapan Newman pada materi bangun datar segiempat dan penyebab mereka melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif-kualitatif dengan metode tes tulis dan wawancara. Subjek penelitian adalah 3 dari 32 siswa kelas VII-D SMP Negeri 2 Nganjuk yang dipilih berdasarkan banyaknya kesalahan yang dilakukan saat tes tulis. Hasil penelitian menunjukkan kesalahan yang dilakukan siswa dalam mengerjakan soal cerita tentang bangun datar segiempat, yaitu (1) kesalahan dalam membaca soal, (2) kesalahan dalam memahami soal, (3) kesalahan dalam mentransformasi soal, (4) kesalahan dalam keterampilan proses, dan (5) kesalahan dalam menuliskan jawaban akhir. Penyebab siswa melakukan kesalahan tersebut adalah siswa kurang teliti dalam membaca dan mengerjakan soal, belum paham materi dan belum terbiasa mengerjakan soal cerita dengan tahapan Newman. Kata kunci: analisis, kesalahan, soal cerita, tahapan newman, bangun datar segiempat. In working on mathematical problems , there must be someone(s) who got some obstacles in the process of solving it which causes an error in the learning process. This research aims to describe students errors according to Newman’s Error Analysis in solving rectangular word problem and why they are doing that. This research used a qualitative-descriptive approach with the written test and interview method. The research subjects were 3 of 32 students from class 8th-D Public Middle School 2 Nganjuk which is chosen based on the number of errors made during the written test. The results of this research shows that the students made some errors in solving mathematics involving rectangular word problems such as reading error, comperhension error, transformation error, process skill error and encoding error. The reason students make these mistakes are (1) students are not careful in reading and working on problems, (2) students doesn't understand the material, (3) and students are not usual to working on word problems using the Newman’s method. Keywords: analysis, errors, word problems, Newman’s method, rectangular.

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PEMANFAATAN PERPUSTAKAAN SEKOLAH DI SD MUHAMMADIYAH WIROBRAJAN 3 YOGYAKARTA

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v2i2.890 ◽

2019 ◽

Vol 2 (2) ◽

pp. 51

Author(s):

Abue Dzar Algifarie ◽

Suyatno Suyatno

Keyword(s):

School Environment ◽

Teaching And Learning ◽

Research Subjects ◽

Complete Collection ◽

Student Activities ◽

Analysis Technique ◽

Library Book ◽

Teachers And Students ◽

Collection Data ◽

Qualitative Descriptive

ABSTRACT This study aims to describe the use of libraries in Muhammadiyah Wirobrajan 3 Elementary School Yogyakarta, including the presence of students in the library, student activities in the library, book collections in the library and services in the library. This study included qualitative descriptive research. Research subjects of principals, librarians, teachers and students. The object of this research is the use of school libraries. The validity of the data in this study uses data source triangulation and technique triangulation. The technique of collecting data through interviews, observation and documentation. The data analysis technique uses the Miles and Hubermen models which include data collection, data reduction, data presentation and conclusion drawing. The results showed that the library at SD Muhammadiyah Wirobrajan 3 Yogyakarta in its utilization was very good. The use of the library is realized so that the library becomes the most important part of its existence in the school environment. In the use of libraries in SD Muhammadiyah Wirobrajan 3 Yogyakarta is seen from a complete collection of books, high numbers of student visits to libraries, utilization of library space for activities in teaching and learning processes, libraries are comfortable places for students to do assignments and libraries are a solution for students to borrow books when needing references when learning is taking place. In the use of the library, students are also helped by a good library service. Keywords: Library use, SD Muhammadiyah Wirobrajan ABSTRAK Penelitian ini bertujuan mendeskripsikan pemanfaatan perpustakaan di SD Muhammadiyah Wirobrajan 3 Yogyakarta, meliputi kehadiran siswa di perpustakaan, Aktfitas siswa di perpustakaan, koleksi buku di perpustakaan dan pelayanan di perpustakaan. Penelitian ini termasuk penelitian deskriptif kualitatif. Subjek penelitian kepala sekolah, petugas perpustakaan, guru dan siswa. Objek penelitian ini adalah pemanfaatan perpustakaan sekolah. Keabsahan data dalam penelitian ini menggunakan trianggulasi sumber data dan trianggulasi teknik. Teknik pengumpulan data melalui wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan model Miles dan Hubermen yang meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perpustakaan di SD Muhammadiyah Wirobrajan 3 Yogyakarta dalam pemanfaatannya sangat baik. Pemanfaatan perpustakaan diwujudkan agar perpustakaan menjadi bagian terpenting keberadaannya dalam lingkungan sekolah. Dalam Pemanfaatan perpustakaan di SD Muhammadiyah Wirobrajan 3 Yogyakarata dilihat dari koleksi buku yang lengkap, tingginya angka kunjungan siswa ke perpustakaan, pemanfaatan ruang perpustakaan untuk kegiatan proses belajar mengajar, perpustakaan menjadi tempat yang nyaman bagi siswa untuk mengerjakan tugas dan perpustakaan menjadi solusi bagi siswa untuk meminjam buku ketika membutuhkan referensi ketika pembelajaran sedang berangsung. Dalam pemanfaatan perpustakaan, siswa juga terbantu dengan pelayaan perpustakaan yang baik.Kata kunci: Pemanfaatan perpustakaan, SD Muhammadiyah Wirobrajan.

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