scholarly journals The Impact of ICT-Based Contextual Mathematics Learning on Students’ Problem-Solving Ability

2020 ◽  
Author(s):  
S Salmaini ◽  
Ahmad Fauzan ◽  
I Made Arnawa ◽  
Darmansyah ◽  
Wahyu Widada
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
The Impact

scholarly journals Mathematical Problem Solving Ability: The Impact of Mathematics Learning Videos on an E-Learning Platform

2021 ◽  
Vol 12 (1) ◽  
pp. 83-88
Author(s):  
Aufa Salsabila ◽  
Trisna Roy Pradipta
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Instructional Videos ◽  
Learning Platform ◽  
Normality Test ◽  
E Learning ◽  
The Impact

This study aimed to determine the effect of instructional videos on an e-learning platform toward students' mathematical problem solving ability. This research employed the quantitative aproach and experimental research design. This study utilized a test instrument to determine students' mathematical problem solving abilities. Furthermore, a t-test was performed on the data that had fulfilled the prerequisite testings: the normality test and the homogeneity test. The results indicated that there was an effect of mathematics learning videos on the e-learning platform on students' mathematical problem solving abilities. Students who watched the instructional videos had better mathematical problem solving abilities than students who did not watch the instructional videos. 

Young Children's Perceptions of Mathematics in Problem-Solving Environments

1997 ◽  
Vol 28 (1) ◽  
pp. 8-25
Author(s):  
Megan Loef Franke ◽  
Deborah A. Carey
Keyword(s):  
Problem Solving ◽  
First Graders ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Shared Responsibility ◽  
Children's Perceptions ◽  
Individual Interviews ◽  
Children’S Perceptions ◽  
Problem Solving Environments ◽  
The Impact

Thirty-six first graders from 2 different school systems participated in individual interviews to determine the children's stated perceptions regarding what it means to engage in mathematics and the rationale and conditions under which they held such perceptions. These children were in classrooms that reflected the spirit of the current reform movement in mathematics education. Generally, the children perceived of mathematics as a problem-solving endeavor in which many different strategies are considered viable and communicating mathematical thinking is an integral part of the task. The children recognized and accepted a variety of solution strategies, with many of the children valuing all solutions equally and assuming a shared responsibility with the teacher for their mathematics learning. Children had varying perceptions of what it meant to succeed in mathematics, but success was not determined by speed and accuracy. As we begin to understand children's perceptions of mathematics as they participate in reform-minded mathematics classrooms, we become aware of issues concerning the impact of the children's perceptions on both the development of their future perceptions and their mathematics learning.

scholarly journals Dampak Pembelajaran Berbasis Masalah terhadap Kemampuan Pemecahan Masalah, Koneksi Matematis dan Kecerdasan Emosional Siswa SMP

2018 ◽  
Vol 2 (1) ◽  
pp. 64
Author(s):  
Armiati Armiati ◽  
Novita Anggraini ◽  
Sri Devi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
High School Student ◽  
Junior High ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Junior High School Student ◽  
The Impact

Problem solving ability is a skill that each student must have in mathematics learning. But the fact is, there were many students who are constrained when faced to solving mathematic problem. This situation happens due to the student�s habit to imitate the teacher�s answer that is given during the learning. When the student is given a different kind of problem, they were confused and not able to finish it. This papers discuss the results of problem-based learning to the problem-solving ability for the junior high school student. The study begins by designing problem-based learning devices, followed by applying of the device in learning process, then examined the impact on the problem solving ability of the junior high school student. The results showed that problem-based learning have a positive impact on the problem solving ability of junior high school student.

scholarly journals Dampak Perangkat Pembelajaran Matematika Berbasis Kompetensi Profesi Terhadap Kemampuan Pemecahan Masalah Siswa Bidang Keahlian Teknologi Informasi dan Komunikasi

2020 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Armiati Armiati ◽  
Hestu Tansil La’ia
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Vocational School ◽  
Design Stage ◽  
Learning Tools ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Activities ◽  
The Impact

This study discusses professional competency-based mathematics learning tools for vocational high school students. The purpose of this study is to produce a mathematics learning tool that refers to the field of communication and network engineering expertise, as an effort to overcome the difficulties faced by vocational school teachers in teaching mathematics. The research is a development research that refers to the development of the Plomp model with three stages, namely the preliminary research stage, the design stage and the assessment stage. In this article the results of the assessment phase will be discussed which examines the impact of devices that have been developed on students' problem solving abilities in the field of information and communication engineering. The results obtained are an increase in students' problem solving skills that can be seen in improving the ability to understand the problem, linking the problem with the concept that has been learned, setting a solution strategy, using the strategy, checking back and summarizing the results. This ability is highly needed by vocational school students, because in their work they will face many problems that require all of these abilities. Another visible impact of student activities is an increase in student learning activities as indicated by the willingness and perseverance in completing a given task.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

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.

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