scholarly journals IMPLEMENTASI MODEL CONCEPT ATTAINMENT UNTUK MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH

2020 ◽  
Vol 7 (2) ◽  
pp. 171-183
Author(s):  
Ratnawati Handayani ◽  
Yulia Maftuhah Hidayati
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
School Students ◽  
Model Concept ◽  
Concept Attainment ◽  
Problem Solving Skills ◽  
Data Validity ◽  
5Th Grade

This study aims to describe the implementation of concept attainment model in developing math problem solving skills of 5th grade elementary school students. This study used a qualitative approach with a phenomological research design. The subjects in this study were 2 students and 1 teacher of 5th grade of SD Negeri Newung 2 Elementary School (SDN Newung 2), Sukodono, Indonesia. The data technique used tests and interviews with students and teachers. The data validity used source and method triangulation. Data analysis used three stages, namely (1) data reduction, (2) data presentation, (3) data conclusions. The results of this study, (1) the students' mathematical solving ability is good, because students have mastered the indicators of mathematical problem solving abilities, (2) Implementation of the concept attainment model in Mathematics learning is correct, because students are enthusiastic about learning, the steps used are appropriate, namely the stage of analyzing thinking strategies, presenting data, and testing concept achievement.

scholarly journals Identifikasi Kemampuan Metakognisi Siswa SD dalam Pemecahan Masalah Berdasarkan Disposisi Matematis

2019 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
Qurrotul Aini
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
School Students ◽  
Ability Test ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Data Validity ◽  
Mathematical Dispositions ◽  
5Th Grade

Tujuan penelitian ini untuk mengidentifikasi kemampuan metakognisi siswa SD dalam pemecahan masalah berdasarkan disposisi matematis. Penelitian ini merupakan penelitian kualitatif dengan pendekatan eksploratif. Subjek dalam penelitian ini adalah 3 siswa kelas V yang masing-masing memiliki disposisi matematis rendah, disposisi matematis sedang, dan disposisi matematis tinggi. Teknik pengumpulan data dalam penelitian ini adalah angket/kuisioner, Tes Kemampuan Metakognisi (TKM), pedoman wawancara, dan lembar observasi. Teknik analisis data menggunakan model Milles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan trianggulasi teknik yaitu dengan cara mengambil data yang sama dengan teknik yang berbeda. Hasil penelitian menunjukkan bahwa subjek dengan disposisi matematis rendah kurang mampu merencanakan, memonitor, dan mengevaluasi. Subjek dengan disposisi matematis sedang mampu merencanakan, memonitor, dan mengevaluasi. Subjek dengan disposisi matematis tinggi sangat mampu merencanakan, memonitor, dan mengevaluasi. Kesimpulan dari penelitian ini adalah tingkan disposisi matematis siswa mempengaruhi kemampuan metakognisi siswa SD dalam pemecahan masalah. Kata kunci: metakognisi, pemecahan masalah, disposisi matematis.   ABSTRACT The objective of this study is to identify the metacognition abilities of elementary school students in problem solving based on mathematical dispositions. This research is a qualitative research with an explorative approach. The subjects in this study were 3 students from 5th grade with a low, medium, and high mathematical disposition. Questionnaire, Metacognition Ability Test (MAT), interview guidelines, and observation sheets are used in this study to get the data. Data analysis techniques used is the Milles and Huberman models, which are data reduction, data presentation, and conclusions. The data validity is checkec by using technical transcription by taking the same data with different techniques. The results are subject with low mathematical dispositions is not able to plan, monitor, and evaluate. Subject with mathematical dispositions is able to plan, monitor, and evaluate. Subject with high mathematical dispositions is very capable in planning, monitoring, and evaluating. The conclusion of this study is student’s mathematical disposition affects the ability of elementary school students in problem solving. Keywords: metacognition, problem solving, mathematical dispositions.

scholarly journals Core Learning Model and Mathematical Disposition, Against Mathematics Problem Solving Ability of Elementary School Students

2021 ◽  
Vol 17 (2) ◽  
pp. 122-129
Author(s):  
Sonny Irawan ◽  
Vina Iasha
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Research Result ◽  
Learning Model ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
The Core ◽  
Disposition Model

This research is aimed to reveal the effects of the core learning model and mathematical disposition model to problem-solving skills in elementary school. This research is experimental research with a 2x2 factorial design. The research sample is fourth-grade students, i.e., 44 persons. The instrument is the mathematical disposition and problem-solving skill instrument. The research result shows that the core learning model is a suitable mathematical learning model to develop mathematical problem-solving skills. The core learning model is more appropriately applied on a group of students with a high mathematical disposition. Meanwhile, the conventional model is more suitable to be applied on a group of students with a low mathematical disposition

scholarly journals POLYA’S STRATEGY: AN ANALYSIS OF MATHEMATICAL PROBLEM SOLVING DIFFICULTY IN 5TH GRADE ELEMENTARY SCHOOL

2018 ◽  
Vol 10 (2) ◽  
pp. 140
Author(s):  
Nunuy Nurkaeti
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
School Students ◽  
Mathematical Concepts ◽  
Mathematical Problems

Abstract:. Problem solving is one of ways to develop higher order thinking skills. Strategy of problem solving that can be developed in mathematics learning is Polya's strategy. This study aims to analyze the problem solving difficulties of elementary school students based on Polya strategy. To support this research,descriptive analysis is used on seven elementary school students . The results show that, the difficulty of mathematical problems solving of elementary school students consist of the difficulty of understanding the problem, determining the mathematical formula/concepts that is used, making connections between mathematical concepts, and reviewing the correctness of answers with questions. These happened because the problem presented is in a story problem, that is rarely studied by the students. Students usually solve mathematical problems in a form of routine questions, which only require answers in a form of algorithmic calculations. Abstrak: Pemecahan masalah adalah salah satu cara dalam mengembangkan kemampuan berpikir tingkat tinggi. Salah satu strategi pemecahan masalah yang dapat dikembangkan pada pembelajaran matematik adalah strategi Polya. Penelitian ini bertujuan menganalisis kesulitan pemecahan masalah siswa sekolah dasar berdasarkan strategi Polya. Untuk mendukung penelitian ini digunakan analisis deskriptif pada tujuh orang siswa sekolah dasar. Hasilnya menunjukkan bahwa, kesulitan pemecahan masalah matematik siswa sekolah dasar meliputi, kesulitan memahami masalah, menentukan rumus/konsep matematik yang digunakan, membuat koneksi antar konsep matematika, dan melihat kembali kebenaran jawaban dengan soal. Hal tersebut disebabkan, masalah yang disajikan berupa soal cerita yang jarang dipelajari siswa. Siswa biasanya menyelesaikan masalah matematik berupa soal rutin, yang hanya menuntut jawaban berupa perhitungan algoritmik.

scholarly journals Comic book for improving the elementary school students' mathematical problem solving skills and self-confidence

2019 ◽  
Vol 7 (1) ◽  
pp. 58-72 ◽  
Author(s):  
Suryatin Suryatin ◽  
Sugiman Sugiman
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Comic Book ◽  
Mathematical Problem Solving ◽  
Teacher Response ◽  
School Students ◽  
Problem Solving Skills ◽  
Self Confidence ◽  
The Media

The study aims at generating a product in the form of comic book and also displaying the feasibility and the effectiveness of the comic book in improving the mathematical problem-solving skills and the self-confidence of the Grade IV students in the Muhammadiyah Elementary School Condongcatur Yogyakarta. The study is a Research and Development initiative (R&) with reference to 10 stages that have been developed by Borg & Gall. During the conduct of the study, the subjects were the Grade IV students of Muhammadiyah Elementary School Condongcatur Yogyakarta. The results of the study show that: (1) a comic book-based learning media that meet the criteria of feasibility based on the validation results by the material expert, the media expert, the teacher response and the students response have been generated with “Good” category; and (2) the comic book-based learning media that have been generated are effective for improving the students’ mathematical problem-solving skills and also the students’ self-confidence.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

scholarly journals Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

scholarly journals Realistic mathematics education: An approach to improve problem solving ability in primary school

2021 ◽  
Vol 15 (4) ◽  
pp. 511-518
Author(s):  
Lutfi Putri Nugraheni ◽  
Marsigit Marsigit
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Learning Materials ◽  
Problem Solving Skills ◽  
Realistic Mathematics ◽  
Primary School Student

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, stundents learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment dan control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out th effectiveness of the teaching materials. The developed of realistic mathematics eduation learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p≤0.05). It can enhance the problem solving skills of 4th grade elementary school.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

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