scholarly journals Mathematical Representation of Students in Solving Mathematic Problems Reviewed from Extrovert-Introvert Personality

2021 ◽  
Vol 5 (2) ◽  
pp. 323
Author(s):  
Aulia Ar Rakhman Awaludin ◽  
Noni Selvia ◽  
Finata Rastic Andrari
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Personality Types ◽  
Algebraic Thinking ◽  
Mathematical Representation ◽  
Research Subjects ◽  
Mathematical Problems ◽  
Multistage Sampling ◽  
Almost All

In implementing mathematics learning in schools, educators must pay attention to five main competencies, namely problem solving, communication, connection, reasoning, and representation. Mathematical representation is a tool to convey students' algebraic thinking as an aid to construct their ideas about patterns and functions. This study aims to examine the mathematical representation of students in terms of introvert and extrovert personality types. To see the characteristics of mathematical representations in solving mathematical problems when viewed from the personality type of each student. This research method is descriptive qualitative. The number of schools and students who were sampled from this study was taken using a multistage sampling technique. The data collection instruments in this study were personality questionnaires, problem-solving tests, interviews, observations, and documents obtained from research subjects. The problem-solving analysis used is based on the Krulik and Rudnik steps. The personality types of extroverted students and introverted students do have different mindsets so that even though in some steps they use the same representation, their tendencies or habits represent problem-solving using different forms of representation. The personality types of extroverted students represent them more symbolically and almost all answers from extroverted students are closer to true when compared to introverted students.

scholarly journals Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning

2020 ◽  
Vol 6 (1) ◽  
pp. 59-70
Author(s):  
Sri Rahayuningsih ◽  
Sirajuddin Sirajuddin ◽  
Nasrun Nasrun
Keyword(s):  
Problem Solving ◽  
Cognitive Flexibility ◽  
Cognitive Processes ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Expert Advice ◽  
Trial And Error ◽  
Research Subjects ◽  
Mathematical Problems ◽  
Math Problems

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method.  In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.

scholarly journals PENERAPAN I-SPRING SUITE 8 PADA MODEL PEMBELAJARAN IMPROVE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK PADA POKOK BAHASAN PROGRAM LINEAR DI TINGKAT SEKOLAH MENENGAH

Gunahumas ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 357-386
Author(s):  
Yomi Chaeroni ◽  
Nizar Alam Hamdani ◽  
Akhmad Margana ◽  
Dian Rahadian
Keyword(s):  
Problem Solving ◽  
Direct Instruction ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Learning Models ◽  
Research Subjects ◽  
Purposive Sampling ◽  
Mathematical Problems

ABSTRAK Penelitian ini dilatarbelakangi oleh fakta bahwa kemampuan pemahaman dan kemampuan pemecahan masalah matematis merupakan salah satu kemampuan matematika tingkat tinggi yang harus dimiliki oleh setiap peserta didik. Selain itu kemampuan pemahaman dan kemampuan pemecahan masalah matematis jarang diterapkan dalam pembelajaran matematika di sekolah. Salah satu model pembelajaran yang dapat menjadi alternatif bagi pembelajaran matematika dan kemampuan pemahaman dan pemecahan masalah matematis adalah model pembelajaran IMPROVE. Penelitian ini bertujuan untuk mengetahui penerapan i-spring suite 8 pada model pembelajaran IMPROVE untuk meningkatkan kemampuan pemahaman dan pemecahan masalah matematis peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen karena penelitian ini menggunakan satu kelas eksperimen dan satu kelas kontrol sebagai subyek penelitian. Cara pengambilan subjek penelitian yang digunakan adalah purposive sampling. Subjek penelitian dipilih sebanyak dua kelas dari keseluruhan peserta didik kelas XI SMA Muhammadiyah Banyuresmi tahun pelajaran 2019/2020. Dari hasil penelitian dan perhitungan statistik diperoleh kesimpulan: 1) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE; 2) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 3) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dibandingkan dengan peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 4) Tidak terdapat perbedaan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dan yang menggunakan model konvensional/direct instruction.Kata kunci: Kemampuan Pemahaman Matematis, Kemampuan Pemecahan Masalah Matematis, Model IMPROVEABSTRACT This research is motivated by the fact that the ability to understand and the ability to solve mathematical problems is one of the high-level mathematical abilities that must be possessed by every student. In addition, the ability to understand and the ability to solve mathematical problems are rarely applied in mathematics learning in schools. One learning model that can be an alternative for mathematics learning and mathematical understanding and problem solving abilities is the IMPROVE learning model. This study aims to determine the application of ispring suite 8 on the IMPROVE learning model to improve students' mathematical understanding and problem solving abilities. The research method used is quasi-experimental because this study uses one experimental class and one control class as research subjects. The method of taking the research subject used was purposive sampling. The research subjects were selected as many as two classes from all grade XI students of SMA Muhammadiyah Banyuresmi in the 2019/2020 academic year. From the results of research and statistical calculations conclusions: 1) There is an increase in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model; 2) There is an increase in the ability of understanding and solving mathematical problems of students who in learning use conventional learning models / direct instruction; 3) There is an increase in students' mathematical understanding and problem solving abilities in learning using i-spring suite 8 in the IMPROVE learning model compared to students in learning using conventional learning models / direct instruction; 4) There is no difference in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model and who use the conventional model / direct instruction.Keywords: Mathematical Understanding Ability, Mathematical Problem Solving Ability, IMPROVE Model

Analisis Proses Berpikir Kritis Siswa SMK Tipe Koleris dalam Memecahkan Masalah Matematika

2018 ◽  
Vol 7 (1) ◽  
pp. 8-15
Author(s):  
Ratumas Feby Purniance ◽  
Kamid Kamid ◽  
Jefri Marzal
Keyword(s):  
Problem Solving ◽  
Personality Types ◽  
Personality Test ◽  
Research Subject ◽  
Research Subjects ◽  
Learning Skills ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Thinking Process ◽  
Problem Solving Process

Students have their own personality types which will ultimately affect their learning skills. This study aims to describe the critical thinking process of cholerist type students in solving mathematical problems. This type of research is a qualitative-descriptive study. The subjects of the study were students of SMK 5 Muaro Jambi who had participated in the district mathematics olympiad. The instruments used were personality test sheets, problem solving sheets and interview guidelines. The researcher directly observed the process of solving mathematical problems performed by the research subject. The researcher analyzed the results of the students' work in formulating questions, solving problems, and interviewing research subjects. The interview data was analyzed by means of data reduction, data exposure/categorization and subsequent conclusions. The results of this study indicate that during the problem solving process research subjects can solve problems casually, confidently and correctly. From the results of solving problems I and II it can be seen that the research subjects make decisions very quickly, directly and solve them with different steps according to the situation and the results of their thoughts on the problems faced. It can be concluded that the research subjects were able to solve the problem critically.

scholarly journals PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL

2018 ◽  
Vol 3 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Muhammad Irfan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Math Anxiety ◽  
Reflective Thinking ◽  
Mathematics Learning ◽  
Planning Problem ◽  
Research Subjects ◽  
Mathematical Problems ◽  
The Subject ◽  
Thinking Process

Algebra is one of the most difficult material for students to understand, especially those experiencing math-anxiety. This study aimed to describe: (1) the thinking process of students who have high math-anxiety in solving mathematical problems according to Polya steps, (2) the thinking process of students who have low math-anxiety in solving mathematical problems according to Polya steps. Type this research is qualitative research with case study method. Sampling is done by purposive sampling technique. Subjects used in this study as much as two research subjects, namely: students who have high anxiety math, students who have low anxiety math. The instruments used to collect data are classification of anxiety level of mathematics learning, mathematics problem sheet, and interview guidance. The data validation test used is the triangulation test of time. In this study, researchers used a type of reflective and creative thinking to analyze the thinking process of the subject. The results show: (1) when understanding the problem, planning problem solving, running problem-solving plan, and re-examining answers, students experiencing high math-anxiety using reflective thinking process, (2) when understanding the problem and re-examining answers, students who experience low anxiety math using reflective thinking processes, while at the time of planning problem solving and running problem-solving plans, the subject engages in a process of reflective and creative thinking.

scholarly journals KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA CALON GURU DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN

2020 ◽  
Vol 1 (2) ◽  
pp. 71-80
Author(s):  
Arien Sayang ◽  
Theresia Laurens ◽  
Anderson L Palinussa
Keyword(s):  
Sampling Technique ◽  
Personality Types ◽  
Exploratory Research ◽  
Research Subjects ◽  
Mathematical Symbols ◽  
Teacher Students ◽  
Mathematical Problems ◽  
Data Validity ◽  
Research Show ◽  
Selection Of

This study aims to describe the mathematical communication skills of prospective teacher students in solving mathematical problems Evaluated from Personality Types (artisan, idealist, guardian, dan rational). This research is a kind of qualitative exploratory research. The subjects used in this study were students of the 4th semester Mathematics Education consisting of 1 student for each type of artisan personality (SA), idealist personality (SI), guardian personality (SG), and rational personality (SR). The selection of research subjects is based on stratified sampling technique then purposive sampling. Data analysis techniques refer to the concept of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The data validity technique uses the method triangulation and source triangulation. The results of the research show that: 1) SA meets three indicators namely being able to write information that is known and asked, draw pictures, and do calculations; 2) SI fulfills four indicators which are able to write information that is known and asked, draw pictures, do calculations, and apply mathematical symbols and rules in accordance with the intended problem; 3) SG fulfills three indicators namely being able to make drawings, do calculations, and write symbols and mathematical rules; 4) SR fulfills two indicators namely being able to write information that is known and asked, and doing calculations.

ANALYSIS OF MATHEMATICAL TROUBLESHOOTING ABILITY STUDENTS FROM INTROVERT � EXTROVERT PERSONALITY

2018 ◽  
Vol 2 (2) ◽  
pp. 184
Author(s):  
Aulia Ar Rakhman Awaludin ◽  
Noni Selvia ◽  
Finata Rastic Andrari
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Research Method ◽  
Personality Types ◽  
Sampling Techniques ◽  
Mathematical Problems ◽  
Multistage Sampling ◽  
Descriptive Qualitative

This study aims to further analyze the ability to solve mathematical problems in terms of extrovert-introvert personality types. This research method is descriptive qualitative research. The number of schools and students used as samples from this study was taken with multistage sampling techniques. The problem solving analysis used is based on the steps of Krulik and Rudnik. The personality types of extrovert students and introverted students do have a different mindset so that even though in some steps using the same representation, the tendency or habit to represent solving a problem uses different forms of representation. While the extrovert type is close to true when compared to introverted students

scholarly journals The Profile of Physical Problem-Solving Based on Student’s Personality Types

2018 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Ragil Meita Alfathy ◽  
Budi Astuti ◽  
Suharto Linuwih
Keyword(s):  
Problem Solving ◽  
Lived Experience ◽  
Sampling Technique ◽  
Personality Types ◽  
Research Subjects ◽  
Inner Experiences ◽  
Homogeneous Groups ◽  
12Th Grade ◽  
Problem Solving Strategies ◽  
Temperament Theory

Problem solving is important for learning physics at any level which involves the process of analysing, interpreting, reasoning, predicting, evaluating and reflecting. However, researches about problem-solving strategies or techniques based on students’ personality have not been widely practiced. This strategy is important to be studied based on thoughts, characters and actions of students. Therefore, the aims of the research are to connect students problem solving of physics based on their personality and identify students problem solving pattern based on their personality according to The Four Temperament Theory of Keirsey (1998). The method used in this research is descriptive qualitative research with the type of Investigation of Lived Experience that explores inner experiences (Gall et al, 2003). Subjects in this study are 12th grade students of science class program of MAN 1 Banyumas which is determined by stratified sampling approach. They were divided into homogeneous groups. The grouping is based on Keirsey's four personality types: Idealist, Artisan, Guardian and Rational. Each personality type, selected nine students as research subjects are determined using purposive sampling technique. The results showed that the strategy of physics problem solving of Idealist type was conceptual problem solving, Artisan type used intuitive-analogic for solving the problem, Guardian type used intuitive for solving the problem, and Rational type used analogic strategy for solving the problem.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

scholarly journals The Effectiveness of Creative Problem-Solving Learning Model in Mathematics Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Riza Yuliana ◽  
Dwi Priyo Utomo ◽  
Agung Deddiliawan Ismail
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Research Subjects ◽  
Creative Problem Solving ◽  
Test Sheet ◽  
8Th Grade ◽  
Creative Problem ◽  
Quantitative Descriptive

This research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. The assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. The type and approach, which used in this research, were quantitative descriptive with the research subjects of 8th-C class; moreover, the subjects consisted of 32 students. The instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. The results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. The students’ responses were categorized as very good with a percentage of 82.53%. The students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. Therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective.

scholarly journals Analisis Kemampuan Pemahaman Konsep Matematika Siswa Berbantuan Media Schoology

2020 ◽  
Vol 7 (1) ◽  
pp. 39-45
Author(s):  
Lia Yulianah ◽  
Khomsatun Ni'mah ◽  
Diar Veni Rahayu
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Methods ◽  
Mathematical Representation ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Purposive Sampling ◽  
Descriptive Approach ◽  
Media Research ◽  
The Relationship

The purpose of this study was to examine the mathematical concepts of students in solving the problem of polyhedron of cubes and cuboids with assisted of Schoology media. This research uses qualitative methods with descriptive approach. This study describes the ability to understand mathematical concepts that owned of students with Schoology media. Research subjects is three students selected by purposive sampling based on conditions and situations that occured during the current co-19 pandemic. The data collection used consists of tests of understanding the ability of mathematical concepts. Based on the results of research showed that the ability to understanding students' of mathematical concepts with Schoology-assisted able to provide understanding of material polyhedron of cubes and cuboids by the average results of students getting value 91,67. Where the first student is able to reach an understanding indicator of mathematical concepts from given by agreeing to the concept, classifying objects according to certain properties, giving concepts in various forms of mathematical representation, explaining the relationship between one concept with another concept, and applying the concept in problem solving . While the second and third students can only reach four indicators from the second indicator given. Nevertheless, students show positive responses to Schoology media. Keywords: Understanding Mathematical Concepts, Schoology Media

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