scholarly journals HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP DI KABUPATEN BANDUNG BARAT MENGENAI MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL

2019 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
LIA AWALUHUM ◽  
Ratna Sariningsih
Keyword(s):  
Mathematical Problem ◽  
Linear Equations ◽  
High Ability ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Story Problem ◽  
Mathematical Problems ◽  
Communication Ability ◽  
Ability Student ◽  
Low Ability

This study aims to describe the mathematical communication skills of seventh grade students of West Bandung District Junior High School in understanding linear equations and one variable inequality. This type of research is qualitative research. Research subjects were selected based on even semester semester math report cards. Research subjects used in this study were 3 students selected from 15 students, namely one high-ability student, one moderate-capable student and one low-ability student. The results of this study were (1) Subjects with high ability in understanding Equation and the inequality of one variable reaches three indicators of mathematical communication ability that is to state mathematical problems related to Linear Inequality and Inequality One variable in the form of a story problem. stating the problem given in the form of mathematical models in the form of equations and solving them and stating a story problem into an idea or problem related to Equality and Inequality of one variable and can solve the problem, (2) Subjects with moderate ability to understand Equations and Inequality One variable reaches two indicators of mathematical communication ability, namely expressing mathematical problems related to equations and inequality of one variable in the form of story problems and expressing an image into an idea or mathematical problem related to linear equations and inequalities of one variable and the problem can be solved. And (3) Subjects with low ability in understanding Equations and inequality of one variable reach an indicator of mathematical communication ability which states mathematical problems related to linear equations and inequalities of one variable.

scholarly journals Students' Vocational High School Misconception Reviewed from Written Mathematical Communication Ability

2020 ◽  
Vol 3 (2) ◽  
pp. 133-143
Author(s):  
Radiusman Radiusman ◽  
Yurniwati Yurniwati ◽  
Maslina Simanjuntak ◽  
Rizki Jamiatul Sabariyah ◽  
Iva Nurmawanti
Keyword(s):  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Vocational High School ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Mathematical Problems ◽  
Communication Ability ◽  
Essay Tests ◽  
The Right

This qualitative research aims to describe students’ misconceptions in linear programming reviewed from written mathematical communication ability. Four students from grade X SMKN 1 Purwasari were selected as research subjects by purposive sampling. Data collected through observation and essay tests. The results showed that the sample students experienced misconceptions in the low and high categories. Misconception with high categories lies in the indicators of changing mathematical ideas into mathematical models (75%), represent mathematical ideas into images or vice versa (100%), and mathematical problem-solving procedures (75%), while misconception with low categories is found in indicators choose the right concept in solving mathematical problems (25%). Based on this result, further treatment is needed to overcome students’ misconceptions before students continue learning to a higher stage.

scholarly journals TEKNIK POLYA DALAM PENYELESAIAN MASALAH GEOMETRI

Sigma ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 114
Author(s):  
Rahma Wahyu
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Qualitative Approach ◽  
High Ability ◽  
Story Problems ◽  
Story Problem ◽  
Study Results ◽  
Mathematical Problems ◽  
Problem Solving Process ◽  
Low Ability

This study aims to analyze the steps for solving mathematical problems by students' understanding of the geometric material in story problems based on the Polya technique. This research was conducted in one of the Islamic elementary schools in Batu City on six students in grade 6. The approach taken is to use a descriptive qualitative approach. The research was carried out using triangulation methods, namely observing the problem-solving process, interviews, and reviewing documents (students' work). Interviews in this study were conducted with several students, namely two high ability people, two low ability people, and two medium ability people. The analysis was carried out by concluding the data obtained based on the observations that have been made. The study results showed that the Polya technique showed different results on the results of solving the problems of each category of students in solving story problems about the area of squares and rectangles. Based on these results, it can be seen that students' understanding of the geometry material on the story problem.

scholarly journals APPLICATION OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) ON MATHEMATICAL COMMUNICATION ABILITY

2019 ◽  
Vol 7 (1) ◽  
pp. 59 ◽  
Author(s):  
Andi Mulawakkan Firdaus
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Communication Ability

This research is a quasi-experimental study which aims to describe the effect of cooperative learning type Think Pair Share (TPS) on students' mathematical communication skills, and to find out the percentage of students' activeness in participating in learning and knowing students' positive responses to learning. The output that will be generated in this study is that students can be more active in the learning process, more active in solving mathematical problems, and can be more confident in expressing their answers in public so that after applying cooperative learning models the Think Pair Share (TPS) mathematical communication skills of students will be better. The research subjects were divided into 2 groups, namely the experimental group taught using the cooperative learning model Think Pair Share (TPS) type, and the control group taught using Conventional learning models. Each group is taught with the same frequency of meetings with the same material. The results of the study show that the application of the cooperative learning model Think Pair Share (TPS) influences students' mathematical communication skills

scholarly journals ANALYSIS OF THE PROBLEM OF SOLVING THE PROBLEM IN COMPLETING THE PROBLEM OF THE STORY BASED ON THE STEPS OF THE PATTERN IN COMPARATIVE MATERIAL

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Mindo Hotmaida Sinambela
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Story Problems ◽  
High Ability Student ◽  
Interview Methods ◽  
Mathematical Problems ◽  
Almost All ◽  
High Ability Students ◽  
Ability Student ◽  
Low Ability

Each student has different abilities in problem solving, especially in story problems. Haji (1994: 13) suggests that questions that can be used to determine students' abilities in the field of mathematics study can take the form of story problems. The purpose of this research is to describe the ability of students to solve mathematical problems in solving comparative story problems based on Polya's steps. This research is a descriptive study using a qualitative approach. Three (3) subjects were taken from students of class VIIA at SMP Negeri 1 Wamena consisting of one high ability student, one medium ability student, and one low ability student. Retrieval of data taken by the test and interview methods. The test used was in the form of a description test of three (3) questions. Based on the research results obtained: the ability to solve mathematical problems in High Ability Students (SKT) can do all the problem solving comparative story problems based on Polya steps, while the Medium Ability Students (SKS) there are two questions that have not fully taken Polya's steps specifically implementing the completion plan and check again. For Low Ability Students (SKR) almost all the questions given cannot be solved using Polya steps.Keywords: Problem solving, Polya steps, comparison problems.

Recall of Mathematical Problem Information: Solving Related Problems

1981 ◽  
Vol 12 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Edward A. Silver
Keyword(s):  
Related Problem ◽  
Mathematical Problem ◽  
Transfer Effect ◽  
High Ability ◽  
Method Of Solution ◽  
Mathematical Problems ◽  
High Ability Students ◽  
Low Ability

This study examined Krutetskii's claim that high-ability students tend to recall information about the structure of mathematical problems they have solved, whereas low-ability students tend to recall, if anything, information about the problem's context. In general, the results supported Krutetskii's claim. The use of recalled information in the solution of related problems was also examined. A significant transfer effect was found, with respect to both performance and method of solution, from the solution and discussion of one problem to the solution of a structurally related problem.

scholarly journals Student’s Competency in Solving and Creating Mathematical Problem in Pre-Service Training Program

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Sugiman S.
Keyword(s):  
Mathematical Problem ◽  
Research Subjects ◽  
Integral Calculus ◽  
Procedural Understanding ◽  
Service Training ◽  
Mathematical Problems ◽  
Communication Ability ◽  
The One ◽  
Conceptual And Procedural Understanding ◽  
Academic Year

Student as a mathematics teacher candidate must have competence in solving and creating mathematical problems. This paper describes how the two competencies are mastered by students. On the one competence, problem solving ability is reviewed by using four aspects: (1) conceptual and procedural understanding, (2) strategy knowledge, (3) mathematical communication ability and (4) accuracy. On the other competence, student’s creativity in developing mathematical problem is evaluated based on: (1) fluency, (2) flexibility and (3) novelty. Research subjects are students who take Integral Calculus course in the academic year of 2012. Data are collected through documentation, observation and interview and then analyzed quantitatively and qualitatively. Students show their abilities and some difficulties in both solving and creating mathematical problem.

scholarly journals ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI PENYAJIAN DATA DI KELAS VII MTs ISLAMIYAH MEDAN T.P 2017/2018 Oleh:

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Nursyahbany Sitorus Pane Sitorus Pane ◽  
Indra Jaya ◽  
Mara Samin Lubis
Keyword(s):  
Communication Skills ◽  
High Ability ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Know How ◽  
Learning Mathematics ◽  
Communication Ability ◽  
The Subject ◽  
High Ability Students ◽  
Low Ability

The ability of students' mathematical communication is an aspect that needs to be developed in the learning of mathematics. The purpose of this study is to obtain a description of the mathematical communication ability of class VII students in learning mathematics. This research is a qualitative research. The subject of this research is 6 students of class VII-AMTs Islamiyah Medan who come from high-ability students, medium-skilled students, and low-ability students. Data collection techniques used are observation, interview, and documentation. To know how far students' mathematical communication ability is measured based on indicator of mathematical communication ability ie (1) Ability to express mathematical ideas through oral, written, and demonstrate and visualize it; (2) The ability to understand, interpret, and evaluate mathematical ideas in writing, as well as in other visual forms; (3) The ability to use terms, mathematical notations and structures to present ideas, describe relationships with situational models. The results showed (1) subjects with high ability to have good enough mathematical communication ability on each indicator both indicator 1, 2 and 3; (2) medium-sized subjects also have good mathematical communication skills in indicators 1 and 2 and less well in indicator 3; (3) low-ability subjects have poor mathematical communication skills on each indicator.

scholarly journals THE NEWMAN PROCEDURE FOR ANALYZING STUDENTS' ERRORS IN SOLVING SYSTEMS OF LINEAR EQUATIONS

2021 ◽  
Vol 6 (1) ◽  
pp. 31-44
Author(s):  
Veni Saputri ◽  
Rizal Kamsurya
Keyword(s):  
Problem Solving ◽  
Narrative Analysis ◽  
Linear Equations ◽  
Sampling Technique ◽  
High Ability ◽  
Research Subjects ◽  
Learning Content ◽  
Systems Of Linear Equations ◽  
High Ability Students ◽  
Low Ability

This study aimed to analyze students’ errors in problem-solving activities for systems of linear equations. The descriptive qualitative method was adopted and applied to obtain and process the research data. Research subjects were selected using the purposive sampling technique. Three participants were chosen according to their mathematical proficiency levels. Data collection was conducted by tests to measure students’ problem-solving abilities and semi-structural interviews to gather qualitative information about students’ errors in solving systems of linear equations. The interview results were analyzed using narrative analysis to obtain accurate conclusions. The study found that (1) low-ability students tend to perform error at the comprehension stage, (2) medium-ability students are likely to perform error at the transformation stage, and (3) high-ability students tend to perform error at the process skills stage. The solutions based on the ability level are: (1) low-ability students are required to read the question carefully, educators should emphasize the problem-solving procedure, and students should strengthen their understanding of the prerequisite learning content in problem-solving; (2) medium-ability students have to focus on the emphasis and development of their skills in understanding the language of a problem and balance with improving their understanding of learning content and contextual exercising; (3) high-ability students are provided with exercises that can improve their counting speed and accuracy of the subject in resolving a problem.

scholarly journals ANALYSIS OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY BY USING COOPERATIVE LEARNING TALKING STICK TYPE

2017 ◽  
Vol 6 (2) ◽  
pp. 183 ◽  
Author(s):  
Dwi Maulida Sari
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Mathematical Models ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Communication ◽  
Problem Situations ◽  
Communication Ability

This research aims to describe the students’ mathematical communication ability by using cooperative learning talking stick type. This research conducted at one of junior high school in Asahan-North Sumatera- North Sumatera. This research used posttest experimental class design as the method to obtain data. The indicators used to measure mathematical communication ability in this research arranged in three, as follows: 1) the ability of explaining a mathematical problem into figure; 2) the ability to explain mathematical problem situations by own words; 3) the ability of stating a mathematical problem in writing into mathematical models and doing calculation to solve the problem. The result found from this research is there are the differences in the students’ way of answering the problem even though the learning model and the instrument used is same.

scholarly journals How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

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