scholarly journals Representasi Matematis Siswa SMA dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Sistematis dan Intuitif

2021 ◽  
Vol 4 (2) ◽  
pp. 50
Author(s):  
Herman Yosep Wisnu Kristanto ◽  
Janet Trineke Manoy
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Symbolic Representation ◽  
Mathematical Representation ◽  
School Students ◽  
Verbal Representation ◽  
Mathematical Problems ◽  
The Subject ◽  
Looking Back ◽  
Research Show

Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan untuk mendeskripsikan representasi matematis siswa SMA dalam menyelesaiakan masalah matematika ditinjau dari gaya kognitif sistematis dan intuitif. Subjek dalam penelitian ini, yaitu dua siswa kelas XI yang terdiri dari satu siswa bergaya kognitif sistematis dan satu siswa bergaya kognitif intuitif. Instrumen penelitian yang digunakan dalam penelitian ini, yaitu tes gaya kognitif dan tes representasi matematis. Penelitian diawali dengan pemilihan subjek melalui tes gaya kognitif, kemudian subjek yang telah terpilih diberikan tes representasi matematis dan dilakukan wawancara tertulis. Data yang telah diperoleh dianalisis dengan teknik analisis data yang melalui tahapan, yaitu kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian yang diperoleh menunjukkan representasi matematis siswa bergaya kognitif sistematis dalam menyelesaikan masalah matematika, yaitu pada tahap memahami masalah menggunakan representasi verbal, pada tahap menyusun rencana penyelesaian menggunakan kombinasi antara representasi simbolik dan representasi verbal, pada tahap melaksanakan rencana penyelesaian menggunakan representasi simbolik dan representasi verbal, dan pada tahap memeriksa kembali penyelesaian menggunakan representasi verbal. Sedangkan representasi matematis siswa bergaya kognitif intuitif dalam menyelesaikan masalah matematika, yaitu pada tahap memahami masalah menggunakan representasi visual, pada tahap menyusun rencana penyelesaian menggunakan representasi simbolik, pada tahap melaksanakan rencana penyelesaian menggunakan representasi simbolik, dan tidak menunjukkan representasi matematis pada tahap memeriksa kembali penyelesaian.  This research is descriptive-qualitative research that aimed to describe the mathematical representation of high school students in solving mathematical problems in terms of systematic and intuitive cognitive style. The subject of this research is two eleventh grade students, consists of one student with systematic cognitive style and one student with intuitive cognitive style. The research instruments used in this research are cognitive style test and mathematical representation test. Research starts by choosing the subject by cognitive style test, and then the subjects that have been chosen were given mathematical representation test and did written interview. The data obtained were analyzed with data analysis techniques, namely data condensation, data display, and drawing and verifying conclusions. Results of this research show the mathematical representation of student with systematic cognitive style on solving problems are verbal representation when understanding the problem, combination of symbolic and verbal representation when devising a plan, symbolic representation and verbal representation when carrying out the plan, and verbal representation when looking back. While the mathematical representation of student with intuitive cognitive style on solving problem are visual representation when understanding the problem, symbolic representation when devising a plan, symbolic representation when carrying out the plan, and not show mathematical representation when looking back.

scholarly journals EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 75 (6) ◽  
pp. 591-598
Author(s):  
Nizaruddin Nizaruddin ◽  
Muhtarom Muhtarom ◽  
Yanuar Hery Murtianto
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Linear Equation ◽  
Equation System ◽  
Symbolic Representation ◽  
Necessary Condition ◽  
Mathematical Representation ◽  
School Students ◽  
Verbal Representation ◽  
Linear Equation System

The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.

scholarly journals EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 75 (6) ◽  
pp. 591-598
Author(s):  
Nizaruddin Nizaruddin ◽  
Muhtarom Muhtarom ◽  
Yanuar Hery Murtianto
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Linear Equation ◽  
Equation System ◽  
Symbolic Representation ◽  
Necessary Condition ◽  
Mathematical Representation ◽  
School Students ◽  
Verbal Representation ◽  
Linear Equation System

The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.

scholarly journals Analisis Pengajuan Soal Matematika Siswa SMP Ditinjau Dari Gaya Kognitif Fast Accurate dan Slow in Accurate

2017 ◽  
Vol 5 (2) ◽  
pp. 89
Author(s):  
Ana Rahmawati
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Visual Information ◽  
Verbal Information ◽  
School Students ◽  
Descriptive Research ◽  
Medium Level ◽  
The Subject ◽  
Data Credibility

<span>this research is a descriptive research with qualitative approach as it is meant to describe question submission of Junior High School students seen from cognitive style, namely; fast-accurate style cognitive style and slow-inaccurate style. The data collection method used in this research are test and interview. The data credibility is then tested through triangulation of time. the result shows that the description of question submission submitted by subject of fast-accurate are; most of the questions submitted are mathematical questions except few of them are not, the questions submitted by the subject are varied, most of the questions submitted are from visual information, all questions submitted can be solved, the questions submitted by the fast-accurate subject are balance between medium and high difficulty, the solution of all questions submitted are correct. The submission of questions done by slow-inaccurate group are: most of the questions submitted by slow-inaccurate group are mathematical questions except one, the questions submitted are varied, the questions submitted from visual and verbal information are balance where 6 questions are from visual and the other 6 are from verbal, most of the questions can be solved except one, most of the questions are in medium level of difficulty, most of the questions can be solved correctly except question number 9 which can be solved as the information given are not enough to solve the problem.</span>

scholarly journals Creative Thinking Ability In Mathematics Problem Solving Reviewed by The Personality Type of Senior High School Students In Makassar City

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Ahmad Talib
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Personality Type ◽  
Research Subjects ◽  
School Students ◽  
School Year ◽  
Mathematical Problems ◽  
The Subject

This research is a qualitative research with descriptive method. This study aims to describe the ability to think creatively based on the type of student personality, the type of choleric personality in solving mathematical problems. The research subjects were students in the odd semester of class XII IPA 1 SMA Negeri 22 Makassar, the 2019/2020 school year. This subject was chosen by giving a personality questionnaire to students. The data was collected using a mathematical problem solving test instrument on the number sequence material and interviews. The validity of the data was checked by using the triangulation method. The results showed: Students with choleric personality in solving mathematical problems. In question number 1, the subject had difficulty in finding the formula for the nth term. But the subject kept trying and the spirit of trying until finally found the correct formula for the nth term. The subject of the choleric personality type is also said to be able to fulfill the three indicators of creative thinking, namely fluency, flexibility, and novelty. In question number 2, the subject had difficulty finding many ways to solve the problem and only met one indicator of creative thinking, namely fluency.

scholarly journals Describing student’s mathematical power: Do cognitive styles make any difference?

2021 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Harina Fitriyani ◽  
Fariz Setyawan ◽  
Aan Hendroanto ◽  
Vita Istihapsari
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
Mathematical Representation ◽  
School Students ◽  
Mathematical Competence ◽  
Competence Test

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.

scholarly journals KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Wanda Ika Narianti ◽  
Masriyah Masriyah
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
School Students ◽  
Familiar Figure ◽  
Mathematical Problems ◽  
Figure Test

Abstrak — Kemampuan berpikir kritis adalah kecakapan memecahkan masalah yang dilakukan seseorang secara sistematis dan reflektif dalam mengolah informasi yang diperoleh ketika dihadapkan pada suatu masalah. Melalui berpikir kritis, siswa dapat mengambil keputusan secara tepat untuk memecahkan masalah tersebut. Akan tetapi dalam pembelajaran matematika, kemampuan berpikir kritis kurang mendapat perhatian karena seringkali siswa mendapatkan soal yang dalam proses mengerjakannya menggunakan prosedur rutin. Selain itu, juga perlu memperhatikan gaya kognitif siswa karena setiap siswa memiliki karateristik yang berbeda dalam waktu yang diperlukan untuk menjawab soal dan kesalahan jawaban yang dihasilkan. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate dalam memecahkan masalah matematika. Subjek dalam penelitian ini adalah siswa SMP kelas VIII yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate masing-masing sebanyak 1 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes gaya kognitif MFFT (matching familiar figure test), tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara. Teknik analisis data berdasarkan indikator kemampuan berpikir kritis yang meliputi klarifikasi, asesmen, inferensi, dan strategi pada setiap langkah pemecahan masalah. Hasil penelitian menunjukkan bahwa, siswa bergaya kognitif reflektif mampu melakukan klarifikasi, asesmen, dan inferensi. Siswa bergaya kognitif impulsif mampu melakukan strategi. Siswa bergaya kognitif fast accurate tidak mampu melakukan klarifikasi, asesmen, inferensi, dan strategi. Siswa bergaya kognitif slow inaccurate mampu melakukan asesmen.Kata kunci: Kemampuan Berpikir Kritis, Memecahkan Masalah, Gaya Kognitif Abstract — Critical thinking abilities is the ability to solve problems by someone systematically and reflectively in processing information obtained when faced with a problem. Through critical thinking, students can make appropriate decisions to solve these problems. However, in learning mathematics, critical thinking abilities receive less attention because students often get questions that in solved by using routine procedures. In addition to paying attention the critical thinking abilities, it is also necessary to pay attention to students' cognitive styles because each student has different characteristics in the time needed to answer questions and the resulting answer errors. This research is a qualitative descriptive study, which aims to describe the critical thinking abilities of junior high school students who have reflective, impulsive, fast accurate, and slow inaccurate cognitive styles in solving mathematical problems. The subjects in this study were eighth-grade junior high school students who had reflective, impulsive, fast accurate, and slow inaccurate cognitive styles of 1 student each. Data collection techniques in this study used the MFFT cognitive style test (matching familiar figure test), mathematics ability test, mathematical problems solving test and interviews. Data analysis techniques are based on indicators of critical thinking abilities that include clarification, assessment, inference, and strategy at each step of problems solving. The results showed that reflective cognitive style students were able to clarification, assessment, and inference. Impulsive cognitive style students can do the strategy. Fast accurate cognitive style students are not able to clarification, assessment, inference, and strategy. Slow inaccurate cognitive style students can do assessment.Keywords: Critical Thinking Abilities, Problem Solving, Cognitive Style

scholarly journals Proses Berpikir Siswa SMP Dalam Memecahkan Masalah Matematika

2020 ◽  
Vol 5 (5) ◽  
pp. 706
Author(s):  
Rizki Virtaria Rahman ◽  
I Nengah Parta ◽  
Hery Susanto
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Thought Process ◽  
School Students ◽  
Descriptive Research ◽  
Mathematical Problems ◽  
Class Viii ◽  
The Subject ◽  
Thinking Process

<p><strong>Abstract:</strong> The purpose of this article is to describe the thinking process of junior high school students in solving mathematical problems. The thought process that will be disclosed in this study includes receiving, processing, storing, and calling information. In this research, it refers to problem solving according to Polya. This type of research is descriptive research and uses a qualitative approach. The subjects chosen consisted of one person from class VIII. The conclusion of this study is that the subject understands the problem by receiving information from repeatedly reading the problem so that it correctly mentions the thing that is known and asked. The subject makes a completion plan by linking the selected formulas. In completing the subject using the plan he has made by linking the known, asked, and the formula he has chosen. The subject also rechecked the problem solving stage.</p><strong>Abstrak:</strong><em> </em>Tujuan dari artikel ini adalah mendeskripsikan proses berpikir siswa SMP dalam memecahkan masalah matematika. Proses berpikir yang akan diungkapkan penelitian ini mencakup penerimaan, pengolahan, penyimpanan, dan pemanggilan suatu informasi. Dalam penelitian ini merujuk kepada pemecahan masalah menurut Polya. Jenis penelitian ini adalah penelitian deskriptif dan menggunakan pendekatan kualitatif. Subjek yang dipilih berjumlah satu orang dari kelas VIII. Kesimpulan penelitian ini adalah subjek memahami masalah dengan menerima informasi dari membaca berulang kali soal sehingga dengan benar menyebutkan hal yang diketahui dan ditanyakan. Subjek membuat rencana penyelesaian dengan mengaitkan rumus-rumus yang dipilih. Dalam melakukan penyelesaian subjek menggunakan rencana yang telah ia buat dengan mengaitkan yang diketahui, ditanyakan, dan rumus yang telah ia pilih. Subjek juga melakukan pengecekan ulang pada tahap penyelesaian masalah.

scholarly journals GAYA KOGNITIF FIELD-DEPENDENT DAN FIELD-INDEPENDENT SEBAGAI JENDELA PROFIL PEMECAHAN MASALAH POLYA DARI SISWA SMP

Factor M ◽  
2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Resti Wulan
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Research Subject ◽  
School Students ◽  
Field Independent ◽  
Pythagoras Theorem ◽  
Looking Back ◽  
Better Than

The aim of this research is to describe junior high school students’ problem solving profile in the Pythagoras Theorem problem based on the cognitive styles of FI and FD. The subjects of this research consisting of two subjects FI and two subjects FD in VIII H SMP Negeri 2 Lumajang. Instruments used: cognitive style tests (GEFT), Pythagoras Theorem problem solving tests, and interview guideline. Problem-solving indicators that be used is Polya's problem solving steps: understanding the problem, devise a plan, carry out the plan, and looking back. The results of this study is the FI subject is better than the FD subject. The FI subject understand the problem very well, arranging a solution plan well, implementing a plan properly, and looking back well. Different from previous research, subject FI make error even though not any Polya’s step. Nevertheless, The FD subjects are categorized as lacking in the step of understanding the problem, devising a plan with deficient category, implementing the plan without looking back on the solution, so it is categorized as lacking and errors emerged at almost every step. Some errors in problem solving showed by FI and FD subjects, so for further research need to analyses errors and the other cognitive style.

scholarly journals KEMAMPUAN REPRESENTASI MATEMATIS MAHASISWA DALAM MENYELESAIKAN MASALAH STATISTIKA BERDASARKAN LANGKAH KRULIK DAN RUDNICK

2019 ◽  
Vol 5 (2) ◽  
pp. 99
Author(s):  
An nur Ami Widodo ◽  
Dedi Nur Aristiyo
Keyword(s):  
Symbolic Representation ◽  
Mathematical Representation ◽  
Study Program ◽  
Verbal Representation ◽  
Symbolic Representations ◽  
Qualitative Descriptive ◽  
Data Validity ◽  
The Subject ◽  
Mathematic Education ◽  
Strategy Subject

This research intended to describe the mathematical representation of students in solving statistical problems based on the Krulik anf Rdunick steps. This research is a qualitative descriptive study. The subjects of this study were students of the second semester mathematic education study program. The procedure of subjects using purposive sampling techniques. Data collection techniques in this study were observation, interviews and documentation. Data validity used triangulation. Data analysis techniques using the Mile and Huberman step, namely data reduction, data presentations, drawing conclusions and verifyingconclusions. The results The results of this study are as follows: (1) subjects with high ability in the read and think and exploration and plan stages, using verbal and symbolic representations. The stage of select a strategy, using symbolic representation. The find and answer stage, uses symbolic and visual representations. In the reflect and extend step, the subject uses verbal representations. For students with moderate ability in the stage of read and think and explore and plan using verbal representation. The stage of finding an answer and select a strategy using verbal and symbolic representation. The reflect and extend stage of the subject uses symbolic representations. In students with low ability to read and think and explore and plan using verbal representation. Stage select a strategy subject using symbolic representation.

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