scholarly journals Profil Kemampuan Pemecahan Masalah Matematika Siswa SMP Negeri 1 Jogoroto Berdasarkan Langkah-langkah Polya Ditinjau dari Adversity Quotient

2019 ◽  
Vol 7 (2) ◽  
pp. 123-134
Author(s):  
Selvy Sri Abdiyani ◽  
Siti Khabibah ◽  
Novia Dwi Rahmawati
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Learning Problems ◽  
Mathematical Problem Solving ◽  
Math Problems

Abstract:The results of the TIMSS survey, PISA, and the facts show that students' mathematical problem solving abilities are still low. This means that students have difficulty working on math problems, especially problem solving problems. Adversity Quotient (AQ) has an important role for students in solving learning problems. There are 3 AQs namely quitters, campers, and climbers. This study attempts to describe the profile of students' mathematical problem solving based on Polya's steps in terms of quitters, campers, and climbers. The result shows that quitters students cannot carry out the four steps of Polya problem solving well, namely understanding the problem, making problem planning, carrying out problem planning, and re-examining the process and results of the settlement. Campers students are not able to re-examine the results and processes that have been written. While climbers students can carry out all four steps in solving the intended Polya problem. Abstrak:Hasil survey TIMSS, PISA, dan fakta dilapangan menunjukkan kemampuan pemecahan masalah matematika siswa masih rendah. Artinya siswa mengalami kesulitan dalam mengerjakan soal matematika, khususnya soal pemecahan masalah. Adversity Quotient (AQ) memiliki peranan penting bagi siswa dalam memecahkan masalah belajar. Ada 3 AQ yaitu quitters, campers, dan climbers. Penelitian ini mencoba mendeskripsikan profil pemecahan masalah matematika siswa berdasarkan langkah-langkah Polya ditinjau dari quitters, campers, dan climbers. Artikel ini menunjukkan bahwa siswa quitters tidak dapat melaksanakan empat langkah-langkah pemecahan masalah Polya dengan baik yaitu memahami masalah, membuat perencanaan masalah, melaksanakan perencanaan masalah, serta memeriksa kembali proses dan hasil penyelesaian. Siswa campers tidak mampu melakukan pemeriksaan kembali terhadap hasil dan proses yang sudah ditulisnya. Sedangkan siswa climbers dapat melaksanakan seluruh empat langkah pemecahan masalah Polya yang dimaksud.

scholarly journals Mathematical Problem-Solving Ability in Differential Equation

2020 ◽  
Vol 1 (1) ◽  
pp. 37-40
Author(s):  
Ari Suningsih ◽  
Dewi Nopitasari
Keyword(s):  
Differential Equation ◽  
Data Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Entire Data ◽  
Math Problems ◽  
Academic Year

This study aims to describe the student's ability to solve math problems in the Differential Equation course in Polya's steps. This research is a descrip-tive study. The research subjects were the 6th-semester students of STKIP MPL for the 2018-2019 academic year. Data analysis used processed and pre-pared data, read the entire data, analyzed the detail, implemented the coding process, described themes, interpreted the data. The study found that the easy variable differential equation problems could be separated, 2 students understood the problem, 5 students initiated the solution, 4 students com-pleted through the plan, 2 students checked again, 2 students completed through the plan, no students checked again.

scholarly journals Analisis Kemampuan Memecahkan Masalah Matematika Materi Debit Pada Kelas V Sekolah Dasar

2020 ◽  
Vol 2 (2) ◽  
pp. 107-116
Author(s):  
Vitta Putri Lestari ◽  
Bagus Ardi Saputro ◽  
Sukamto Sukamto
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Personal Problems ◽  
Effective Teaching Strategies ◽  
Minimum Score ◽  
Final Answer ◽  
Standard Limit ◽  
Math Problems

Mathematical problem solving is a method used to solve knowledge and ability problems related to calculation problems, both personal problems and group problems in everyday life. This research was conducted to determine how the ability of students in solving math problems in elementary schools on discharge material using tests. This research was a type of research that uses qualitative methods with descriptive types, where each result of this analysis will be more accurately and clearly expressed about the problem-solving abilities of students in solving problems. The subjects were 5 students of fifth grade of elementary school. Data collection was carried out through questionnaires, observation, documentation, and tests of mathematical problem-solving abilities as well as interview guides. This research showed that 0% of students experience errors at the question reading stage. 20% of students indicate the error lies in understanding the problem. 16% of students indicated the location of the error in the transformation problem. 24% of students showed the location of the error in the numeracy process skills and the biggest error was writing the final answer by 80%. From this study, there were 1 student who scored below the minimum score, 4 students had exceeded the predetermined standard limit for mathematics lessons. Based on this research, it can find out the locations of the students' mistakes so that it provides instructions for the teacher where the teacher can deploy effective teaching strategies to overcome them.

The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents With Spina Bifida

2010 ◽  
Vol 45 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Judy Coughlin ◽  
Marjorie Montague
Keyword(s):  
Problem Solving ◽  
Spina Bifida ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Mathematical Problem Solving ◽  
Cognitive Strategy Instruction ◽  
Math Problem Solving ◽  
One Step ◽  
Math Problems

This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2 focused on two-step problems. All students substantially improved as measured by performance on criterion tests of math problem solving. Discussion centers on the need for intervention studies with students with spina bifida that specifically address their unique characteristics and the adaptations and accommodations that benefit these students.

scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

2019 ◽  
Vol 7 (1) ◽  
pp. 19
Author(s):  
Hasyim As’ari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Wilcoxon Test ◽  
Mathematical Problem Solving ◽  
Learning Module ◽  
Post Test ◽  
Problem Solving Strategies ◽  
Math Problems

<p>Prospective math teachers should be able to master basic skills in doing math problems. One of the skills in doing mathematics is the ability to solve math problems. However, in fact students of Mathematics Education Study Program of Pekalongan University Semester 4 as math teacher candidate is still lacking in problem solving ability. Besides iu, teaching materials that contain mathematical problem solving strategies are also not available so in learning the problem-solving ability is still lacking.</p><p>In this study developed a problem-based mathematics learning module in which contains problem-solving strategies. This research aims to: 1) acquire and describe modules that fit the needs of the 4th semester students of Mathematics Education, 2) produce mathematical problem solving modules, 3) produce appropriate problem-based math learning modules and 4) produce effective modules to improve capability mathematical problem solving on semester 4 students. This development research using the development model Thiagarajan et al. The steps undertaken in this research and development are defining, designing and developing.</p><p>Based on the result of the research, the description and design of the module according to the problems of the students of Mathematics semester 4. Meanwhile, the total aspect of all validator is 4.175. According to the validation criteria makka can be concluded that the developed learning module included in the category valid. This means that the developed learning media is valid. Meanwhile, based on the test in the afternoon class, obtained some input which is then refined to then be used in trials in the morning class students. Based on pre test and post test results, both data were analyzed using wilcoxon test yielding Z<em><sub>obs</sub></em> of -3.399. Based on the right-side test criteria, the result of the decision is that the average post test score is higher than the average pre test value. This means that the modules are developed effectively for use in Mathematics Education students semester 4.</p>

scholarly journals Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Pemecahan Masalah Matematika Berdasarkan Teori Newman

2021 ◽  
Vol 4 (2) ◽  
pp. 102-113
Author(s):  
Ririn Rahmawati ◽  
Fertilia Ikashaum
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability To Work ◽  
Common Error ◽  
The Third ◽  
Calculation Process ◽  
Final Answer ◽  
Math Problems ◽  
Systematic Thinking

Problem solving ability is one of the mathematical abilities that need to be mastered by students to equip students in logical, analytical, systematic thinking and the ability to work well together. In addition, this problem solving ability is very important for students to train students in solving problems in everyday life. This study aims to analyze student errors in solving mathematical problem solving problems based on Newman's theory. The type of research used is descriptive qualitative. The subjects of this study were students of class VII-A SMP Muhammadiyah 1 Menggala. Data collection used in the form of tests, interviews and documentation. The results showed that the most mistakes made by students were in writing the final answer, which was caused because students did not understand the commands in the questions well. The second most common error is the transformation error caused because students do not have the skills to change the language of the problem into a mathematical model. The third error, namely misunderstanding the problem caused by students not being careful in writing down the information in the problem, and not getting used to writing down the information in the problem when solving math problems. The fourth error, namely the error of process skills caused by students not being careful in carrying out the calculation process

scholarly journals ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA BANGUN DATAR SEGIEMPAT DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH MATEMATIK UNTUK SISWA KELAS VII

2018 ◽  
Vol 1 (6) ◽  
pp. 1135
Author(s):  
Anggraeni Ratna Sari ◽  
Usman Aripin
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Mathematical Problems ◽  
Level Of Difficulty ◽  
Apply Problem ◽  
Systematic Solution ◽  
Math Problems

This research seeks to explore and reveal students' mathematical problem solving abilities by analyzing student answers. The research subjects were seventh grade students taken from a public junior high school in Purwakarta Regency. The results of the study show that students' mathematical problem solving ability is still very weak and far to be complete even though the level of difficulty of the instrument is in the medium category. In general, the ability of these study subjects in mathematical problem solving is still below 50%. It is time for teachers to apply problem-based learning, in addition to conventional learning models, to provide opportunities and experiences for students to see and experience mathematical problem solving in the classroom. This qualitative study exposes students' responses in dealing with story questions in a rectangular building material. In addition the students are given the questions shown to reveal whether the students are using a systematic solution or can answer directly without a sequence, judging by the ability to solve mathematical problems. There were 6 heterogeneous students who were the subjects in this study. Based on the analysis that has been done, the results obtained are (1) students answer the problem is not systematic, (2) lack of understanding of the sequence of problem solving, (3) students are too hasty in doing math problems.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pembelajaran Berbasis Masalah

2018 ◽  
Vol 5 (2) ◽  
pp. 148-158 ◽  
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Experimental Study ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Problems ◽  
Mathematical Problem Solving ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
Fault Information ◽  
Better Than

ABSTRAKPenelitian ini dilatarbelakangi oleh hasil-hasil penelitian terdahulu yang menunjukkan bahwa kemampuan pemecahan masalah matematis siswa belum sesuai dengan yang diharapkan. Salah satu pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis adalah pembelajaran berbasis masalah. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa sebagai akibat dari pembelajaran berbasis masalah. Penelitian ini adalah kuasi eksperimen yang menerapkan dua pembelajaran yaitu pembelajaran berbasis masalah dan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa di salah satu SMK di Kabupaten Garut. Pengambilan sampel dilakukan secara purposive sampling, dan diperoleh dua kelas sebagai sampel penelitian. Instrumen penelitian yang digunakan adalah tes kemampuan pemecahan masalah matematis. Berdasarkan hasil analisis tersebut diperoleh kesimpulan bahwa: (1) peningkatan kemampuan pemecahan masalah matematis siswa yang mendapat pembelajaran berbasis masalah lebih baik daripada siswa yang mendapat pembelajaran konvensional, (2) Kesalahan-kesalahan yang dilakukan oleh siswa ketika mengerjakan soal-soal yang berkaitan dengan kemampuan pemecahan masalah matematis adalah kesalahan karena kecerobohan atau kurang cermat, kesalahan mentransformasikan informasi, kesalahan keterampilan proses, dan kesalahan memahami soal.ABSTRACTThis research is motivated by the results of previous studies that showed that students' mathematical problem solving ability is not as expected. One lesson to improve mathematical problem solving is based learning problems . The purpose of this study was to determine the increase in students' mathematical problem solving ability as a result of problem-based learning. This study is a quasi-experimental study that applies two problem-based learning and conventional learning. The population in this study were students in one of the vocational schools in Garut. Sampling was done by purposive sampling, and obtained two classes as the study sample. The research instrument used was a test of mathematical problem solving abilities. Based on these results we concluded that: (1) the increase in students' mathematical problem solving ability that gets problem-based learning better than students who received conventional learning, (2) mistakes made by student when working on the problems related to mathematical problem solving ability was a mistake due to carelessness or less closely, tansform fault information, error process skills, and misunderstanding question.Keywords: problem based learning, mathematical problem solving ability

scholarly journals LEVEL REFLECTIVE ABSTRACTION MAHASISWA DALAM PEMECAHAN MASALAH MATEMATIKA

2017 ◽  
Vol 3 (2) ◽  
pp. 41 ◽  
Author(s):  
Sikky El Walida ◽  
Anies Fuady
Keyword(s):  
Problem Solving ◽  
Student Behavior ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Reflective Abstraction ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
New Situation ◽  
Math Problems ◽  
Looking Back

Abstraction begins with a set of objects, then the object is grouped by important properties and relationships, then aborted nature and relationships that are not important. In this study the abstraction used is a reflection abstraction is a process that refers to the ability of students to reconstruct or re-reveal and reorganize the structures created from the activity and interpretation of students themselves to a new situation. This study aims to determine the level of student reflection abstraction process. The levels of reflection abstraction in this study are: (1) Interiorization, (2) Coordination, (3) Encapsulation, (4) Generalization. The mathematical problem solving in this study includes: (a) understanding the problem, (b) devising plan, (c) carrying out the plan, and (d) looking back (checking back). This research method is quite explorative with qualitative descriptive approach. This research reveals the level of student reflective abstraction in solving math problems. The problem presented is the task of mathematical settlement (TPM). The reflective abstraction is seen from the student behavior in solving the TPM. The process of reflective abstraction is studied using the Polya step. Polya settlement phase is (1) understanding the problem, (2) planning the problem, (3) problem solving, (4) checking again.

scholarly journals PENERAPAN MODEL FLIPPED CLASSROOM BERBANTUAN VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA

2019 ◽  
Vol 6 (2) ◽  
pp. 25
Author(s):  
Wiwin Karimah
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Test Analysis ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Math Problems ◽  
Pbl Model ◽  
Better Than

<p>The PBL model used by the teacher in learning mathematics in SMP N 2 Karanganyar is considered unable to solve problems in class. The teacher has involved students in learning, students are required to conduct interviews and observation activities in the field. Teacher expectations with these activities, students can get used to solving math problems in class. But when students are given different problems, students have not been able to make the solution. Flipped Classroom is an alternative learning model that can overcome these problems. This study aims to determine (1) whether students' mathematical problem solving abilities through the flipped classroom model can achieve KKM, (2) students' mathematical problem solving abilities using the flipped classroom model are better than students' mathematical problem solving abilities using the PBL model. This type of research is a quasi-experimental. The instrument used in this study is a test. Analysis of the data in this study using the proportion test and t test. The results of this study indicate that: (1) the problem-solving ability through the flipped classroom model can achieve KKM, (2) the problem-solving ability of students with the flipped classroom model is better than the PBL model.</p>

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