scholarly journals Analisis kesalahan siswa dalam menyelesaikan soal cerita persamaan linear dua variabel

2019 ◽  
Vol 14 (1) ◽  
pp. 33-45
Author(s):  
Widi Pradini
Keyword(s):  
Problem Solving ◽  
Linear Equation ◽  
Word Problem ◽  
Time Management ◽  
Word Problems ◽  
Relevant Information ◽  
Research Subject ◽  
Research Subjects ◽  
Procedural Error ◽  
Data Source

Tujuan dari penelitian kualitatif ini adalah untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita persamaan linear dua variabel. Sumber data merupakan 23 siswa kelas VIII yang telah diajar persamaan linear dua variabel. Data yang diambil adalah jawaban tertulis siswa dan hasil wawancara siswa yang menjadi subyek penelitian. Data dianalisis secara deskriptif melalui tahapan berikut: 1) membaca dan menelaah data jawaban tertulis satu per satu untuk menentukan kesalahan yang dialami siswa (reading), 2) membuat deskripsi singkat mengenai kesalahan yang dilakukan siswa (describing), dan 3) mengelompokkan kesalahan yang dilakukan siswa berdasarkan indikator tahap pemecahan masalah Polya (classifying). Dari hasil analisis data jawaban tertulis, peneliti menentukan 5 subyek penelitian yang selanjutnya akan diwawancarai. Hasil wawancara digunakan untuk melengkapi data jawaban tertulis siswa yang menjadi subyek penelitian. Hasil penelitian menunjukkan bahwa kesalahan terjadi pada setiap indikator tahap pemecahan masalah Polya. Jenis kesalahan yang dilakukan siswa adalah kesalahan fakta, kesalahan prosedur, dan kesalahan karena kecerobohan. Penyebab kesalahan tersebut diantaranya adalah keterampilan pemahaman bacaan siswa yang terbatas, siswa belum mampu mengidentifikasi informasi yang relevan dalam soal cerita, siswa belum terbiasa mengerjakan soal cerita, manajemen waktu yang kurang baik, dan siswa belum menguasai dengan baik materi matematika yang dibutuhkan untuk menyelesaikan soal cerita. The analysis of students’ error in solving the linear equation of two variables word problemAbstractThe purpose of this qualitative research was to describe the error of students in solving the linear equation of two variables word problem. The data source was 23 eight grade students who have been taught about the linear equation of two variables. The data are student-written answer in solving the linear equation of two variables word problem and the results of the interview from the students who become the research subjects. Data were analyzed descriptively through the steps as follows;1) read and reviewed the written answer data one by one to determine the errors experienced by students (reading), 2) made a brief description of the errors made by students (describing), and 3) classified errors made by students based on Polya’s problem-solving stage indicators (classifying). From the results of the written answer data analysis, the researcher determines 5 research subjects who will follow the interview. The results of the interview used to complete the written answer data of students who were the research subject. The study showed that errors occur in Polya’s problem-solving stage indicators. The types of errors made by students were a factual error, procedural error, and carelessness error. The causes of such errors include the limited skills of student's reading comprehension, student's inability in identifying relevant information in word problems, students were not familiar to solve the word problem, poor time management, and students not mastering the mathematical material needed to solve the word problems.

scholarly journals Kesulitan Siswa SMP dalam Menyelesaikan Soal Cerita Sistem Persamaan Linear Dua Variabel

2020 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Widi Pradini ◽  
Gatot Muhsetyo ◽  
Swasono Rahardjo
Keyword(s):  
Data Collection ◽  
Linear Equation ◽  
Word Problem ◽  
Data Reduction ◽  
Relevant Information ◽  
Research Subjects ◽  
Data Presentation ◽  
Student Difficulties ◽  
Research Show ◽  
Mathematical Word Problem

<p><strong>Abstract:</strong> Mathematical word problem is one of the difficult problems to solve. The purpose of this research is to describe the difficulties of SMP Negeri 1 Karanngejo students when solving word problem about system of linear equation in two variables. Data collection is done by using test and direct interview to 3 research subjects. Data is analyzed qualitatively through data reduction, data presentation, and drawing conclusion. The result of the research show that student difficulties lie on the devise a plan step, those are difficulty to transform relevant information into variable and difficulty to construct linear equation in two variables that represents the relation between relevant information in the word problem.</p><strong>Abstrak:</strong> Soal cerita matematika merupakan salah satu soal yang sulit diselesaikan oleh siswa. Tujuan dari penelitian ini adalah untuk mendeskripsikan kesulitan siswa SMP Negeri 1 Karangrejo saat menyelesaikan soal cerita matematika tentang materi sistem persamaan linear dua variabel. Pengumpulan data dilakukan dengan tes dan wawancara langsung terhadap tiga subjek penelitian. Data dianalisis secara kualitatif melalui tahap reduksi data, penyajian data, dan pengambilan kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan dialami siswa pada tahap merencanakan penyelesaian masalah, yaitu kesulitan dalam mengubah informasi relevan ke dalam variabel dan kesulitan dalam menyusun persamaan linear dua variabel yang menunjukkan hubungan antar informasi relevan dalam soal cerita.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
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.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

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.

scholarly journals Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

scholarly journals Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study

2019 ◽  
Vol 12 (1) ◽  
pp. 18-45
Author(s):  
Rafael Cabezuelo Vivo ◽  
Víctor Pavón
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Problem Solving ◽  
Word Problem ◽  
Language Proficiency ◽  
Word Problems ◽  
International Student ◽  
Student Assessment ◽  
Word Problem Solving ◽  
International Student Assessment

The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

Applications: Using Data Analysis in Precalculus to Model Cooling

1988 ◽  
Vol 81 (8) ◽  
pp. 680-684
Author(s):  
Gloria Barrett ◽  
Dot Doyle ◽  
Dan Teague
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Large Percentage ◽  
National Council ◽  
Using Data ◽  
Definition Of ◽  
Mathematics Problem ◽  
Key Questions

The first two recommendations of the National Council of Teachers of Mathematics in An Agenda for Action (1980) encourage teachers to make problem solving the focus of school mathematics and to broaden the definition of basic skills in mathematics to encompass more than computational facility. Although many teachers agree with these recommendations and are attempting to implement them, they frequently lack good resources with problem-solving activities. Now, as in 1980 when the Agenda was written, most textbooks emphasize computational skills with only a smattering of word problems. Even the application problems generally require students to do no more than translate a carefully stated word problem into an algebraic statement and then perform the algebraic manipulations necessary to obtain a solution. Rarely does a student need to select and use skills in “unexpected, unplanned settings,” “formulate key questions,” or “seek out appropriate data” as are suggested in the Agenda. Consequently, a large percentage of our students are given the impression that there is always a rule to be followed when solving a mathematics problem. In this article we shall modify a fairly traditional precalculus problem to address some of the concerns in the Agenda.

scholarly journals Senior High School Students’ Mathematical Problem Solving Of Three-Variable Linear Equation System

2021 ◽  
Vol 5 (1) ◽  
pp. 254
Author(s):  
Abdul Nu'man Asok ◽  
A Hasanah
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Linear Equation ◽  
Student Performance ◽  
Word Problems ◽  
Mathematical Problem ◽  
Senior High School ◽  
Mathematical Problem Solving ◽  
Looking Back

The aim of this research is to find the difficulties of students in solving word problems in the three-variable linear equation systems subject. Before they took a mathematical problem-solving exam, the learners were given reinforcement of prerequisite knowledge of the intended subject. The problem-solving test indicators used in this study were taken from Polya's problem-solving steps consisting of (1) recognizing the question, (2) making a plan for problem-solving (developing a plan), (3) implementing the plan for problem-solving, and (4) looking back. The research method used in this study was a qualitative descriptive. The subject in this study was 15 students who were 10 th graders of senior high school. The data were obtained from a student performance who took mathematical problems solving test. The result obtained from this study can be seen from the number of students whose achievement indicators formulate a plan of 49.6%, achievement in completing plans 14.1%, and achievement in checking solutions 2.2%. However, the indicators of understanding the problem area in the good category, namely 80%. The result of this study showed that the students were only able to solve the word problems for understanding the problem (good category) and devising the plan steps (mediocre category), whereas they got difficulties in solving the word problems in carrying out the plan and looking back (low category).

scholarly journals The Analysis of Students Problem Solving Ability By Using PISA Questions Based Islamic Through Enrichment Activities

2019 ◽  
Vol 4 (2) ◽  
pp. 130-138
Author(s):  
Mujib Mujib
Keyword(s):  
Problem Solving ◽  
Field Trials ◽  
Research Subject ◽  
Research Subjects ◽  
Problem Solving Skills ◽  
The Subject ◽  
Stage 1 ◽  
Enrichment Process ◽  
Looking Back ◽  
Fast Group

This study aims to improve the ability of students' problem solving using Islamic-based PISA model questions through enrichment activities. The research subjects consisted of 5 fast group students who were given enrichment activities. The instrument was designed based on PISA questions with Islamic-based content quantity. Analysis of the improvement of students' problem solving abilities based on problem solving indicators compiled on each instrument problem based on Polya's problem solving steps namely Understanding the problem (M1), Arranging the plan (M2), Implementing the plan (M3), and Looking back (M4) . Based on the scores generated in field trials 1 (before enrichment) and field trials 2 (after enrichment) the scores of each indicator of problem solving have increased. Improvement occurs differently for each subject of research. The increase in scores indicates that there is an increase in the problem solving skills of each research subject. In general, in the field test stage 1, the subject did the problem solving stages of the M2 stage (preparing plans) and M3 (implementing plans) completion. The subject did not make the process of understanding the problem and did not look back. After the enrichment process was carried out on the five research subjects, the five subjects performed 4 stages complete poblem solving  with different scores. Keywords: Problem Solving, Problem Pisa Based on Islam, Enrichment

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

1999 ◽  
Vol 20 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff ◽  
Michelle M. Beck
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Word Problem Solving ◽  
Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

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