A Profile of Student's Scheme Activation based on Theory of Constructive Operators in Problem Solving Reviewed from The High Mathematics Ability

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mengetahui proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas (1926). Subjek penelitian terdiri dari 6 siswa kelas VII, masing-masing dua siswa memiliki kemampuan matematika tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kreatif siswa kategori tinggi yaitu siswa memahami permasalahan dan informasi yang diberikan dengan menuliskan apa yang diketahui maupun yang ditanyakan (persiapan), siswa tidak membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan yang dihadapi dengan mengingat soal yang sudah diajarkan (inkubasi), siswa mendapatkan ide untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dan memeriksa kembali pemecahan masalah sebelum mengambil kesimpulan yang tepat (verifikasi). Proses berpikir kreatif siswa kategori sedang yaitu siswa mencoba untuk memahami permasalahan akan tetapi kurang memahami informasi atau petunjuk yang diberikan (persiapan), siswa diam megingat kembali rumus yang digunakan untuk memecahkan masalah (Inkubasi), siswa menghasilkan ide berdasarkan pemahamannya terhadap soal untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dihasilkan dan tidak memeriksa kembali proses pemecahan masalah (verifikasi). Proses berpikir kreatif siswa kategori rendah yaitu siswa tidak memahami permasalahan dan informasi yang diberikan (persiapan), siswa membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan (Inkubasi), siswa gagal dalam menemukan ide untuk memecahkan permasalahan (Iluminasi), dan siswa menguji ide yang dihasilkan dan tidak memeriksa kembali jawaban yang telah diujikan (verifikasi). Kata kunci: Berpikir Kreatif; Model Wallas; Pemecahan Masalah; Kemampuan Siswa [English]: This qualitative research aims at getting insight on students’ creative thinking in solving mathematics problems based on Wallas’ model (1926). The subjects are six students in 7th grade, each two students respectively have high, medium and low mathematics ability. Data is collected through test and interview. This research shows that the students in high category can understand the problem and given information by writing what is known and asked (preparation), can easily think the solution of the problem by remembering the previous problem (incubation), get the ideas to solve the problem (illumination), and examine the ideas and re-check the solution before drawing the proper conclusion (verification). The students in medium category try to understand the problem but they are less in understanding the given information or hint (preparation), remember the formula to solve the problem (incubation), generate the ideas from their understanding to solve the problem (illumination), and examine the ideas and do not check the solution again (verification). For students in low category, they do not understand the problem and the given information (preparation), have a while to think the solution (incubation), fail to find any ideas to solve the problem (illumination), and examine the generated ideas and do not re-check the solution (verification). Keywords: Creative Thinking; Walla’s Model; Problem Solving; Students’Ability

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Mathematical problem solving in students with disability based on prior mathematics ability

Journal of Physics Conference Series ◽

10.1088/1742-6596/1469/1/012148 ◽

2020 ◽

Vol 1469 ◽

pp. 012148

Author(s):

I Muhafidin ◽

E Nurlaelah ◽

A Hasanah

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Mathematics Ability

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PENGARUH PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v8i1.5454 ◽

2019 ◽

Vol 8 (1) ◽

Author(s):

Tanti Jumaisyaroh Siregar

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Ability Test ◽

Mathematics Ability ◽

Regression Test ◽

Post Test ◽

Quasi Experimental ◽

Independent Variable ◽

Academic Year ◽

Student Problem

The purpose of this study to determine: the effect of cooperative learning type of STAD to improve problem solving ability mathematics between students who were given cooperative learning type STAD with students and who were given direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is cooperative learning type STAD while the dependent variable is problem solving mathematics ability of student. This research was conducted at SMP Swasta Al-Maksum Percut Sei Tuan. This research will be conducted in the even semester of the academic year 2017/2018. The population in this study is all students of SMP Swasta Al-Maksum Percut Sei Tuanand the sample in this study are students of grade eight by taking two classes that are VIII-4as experimental class and VII1-1as control class by random. Technique of collecting data in this research by using test. Test used is the problem solving mathematics ability test (pre test and post test). Data that have been collected then analyzed and performed hypothesis testing by using regression test. Based on the results of the analysis is obtained: there are effects of cooperative learning type STAD to improve student problem solving mathematics ability. Therefore, it is suggested that cooperative learning type STAD be used as an alternative for teachers to improve student problem solving mathematics ability.

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PEMAHAMAN KONSEP SEGIEMPAT SISWA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT-INTROVERT DAN JENIS KELAMIN

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p231-240 ◽

2020 ◽

Vol 9 (1) ◽

pp. 231-240

Author(s):

Rista Amelia ◽

Ismail Ismail

Keyword(s):

High School Students ◽

Problem Solving ◽

Junior High School ◽

Personality Types ◽

Female Students ◽

Male Students ◽

School Students ◽

Mathematics Ability ◽

Mathematics Understanding ◽

And Gender

Understanding the concept is one important factor in the purpose of learning mathematics. Understanding concepts is the ability of students in mastering a concept both in explaining and applying a concept in problem solving or problem solving. Personality plays a role in the learning process of students this is because the attitude of each individual in making decisions is influenced by habits. Personality and gender differences can allow differences in understanding of concepts. This research is a qualitative descriptive study with the aim to describe the understanding of the quadrilateral concept of students in terms of extrovert-introvert personality types and gender. In this study four junior high school students were chosen as subjects determined by extrovert-introvert personality types and gender. Data collection instruments used consisted of mathematics ability tests, MBTI personality questionnaires, quadrilateral understanding of concept material tests and interview guidelines. The results of this study indicate (a) Extroverted male students are less able to restate the quadrilateral concept, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (b) Extroverted female students are less able to restate the quadrilateral concept, less able to calcify quadrilateral based on appropriate traits, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (c) Introverted male students are less able to restate the quadrilateral concept, less able to calcify rectangles based on appropriate traits, ( d) Introverted female students are less able to calcify quadrilateral based on appropriate traits. The implication of the results of this study is the understanding of the concepts in each personality of both men and women need to be considered. Keywords: Understanding of concepts, quadrilateral, ekstrovert-introvert and gender.

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PERBEDAAN KEMAMPUAN PENALARAN DAN PEMECAHAN MASALAH MATEMATIS SISWA YANG DIAJAR DENGAN PEMBELAJARAN TPS DAN GI

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i1.7234 ◽

2020 ◽

Vol 9 (1) ◽

pp. 35

Author(s):

Lisa Dwi Afri ◽

Rahmadani Rahmadani

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Quantitative Study ◽

Mathematical Reasoning ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Learning Models ◽

Reasoning Problem ◽

Mathematics Ability ◽

Academic Year

Abstrak:Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan penalaran dan pemecahan masalah matematis siswa yang diajar dengan Think Pair Share (TPS) dan Group Investigation (GI) di kelas X MAS Amaliyah Sunggal. Penelitian ini merupakan penelitian kuantitatif dengan jenis eksperimen kuasi. Populasi penelitian ini adalah seluruh siswa kelas X MAS Amaliyah Sunggal Tahun Ajaran 2019/2020, yang selanjutnya dipilih sampel sebanyak dua kelas secara acak yaitu X-IPA3 dan X-IPA2. Data pada penelitian ini diperoleh melalui tes kemampuan penalaran dan pemecahan masalah matematis. Selanjutnya data dianalisis menggunakan uji ANAVA dua jalur. Hasil penelitian memperlihatkan bahwa, (1) terdapat perbedaan yang signifikan kemampuan penalaran dan pemecahan masalah matematis siswa yang belajar dengan TPS dengan siswa yang belajar dengan GI; dan (2) tidak ada interaksi antara model pembelajaran (TPS, GI) terhadap kemampuan matematis (penalaran, pemecahan masalah). Sehingga dapat disimpulkan bahwa model pembelajaran TPS dan GI memberikan pengaruh yang berbeda terhadap kemampuan penalaran dan pemecahan masalah matematis siswa. Kata Kunci:Penalaran, Pemecahan Masalah, Think Pair Share, Group Investigation Abstract:The purpose of this research was to determine differences in students’s reasoning and mathematical problem solving abilities by cooperative learning in Think Pair Share (TPS) and Group Investigation (GI). This research was quantitative study and a quasi eksperimen. The population was all students of grade X MAS Amaliyah Sunggal in Academic Year 2019/2020, then two class is selected as sample randomly. They were X-IPA2 dan X-IPA3. Data was collected by test of reasoning and mathematical problem solving. Then data were analyzed using the two-way ANAVA. The result showed that, (1) there were significant differences in the ability of reasoningg and mathematical problem solving of students who studied by TPS and students who studied by GI; and (2). There is no interaction between learning models (TPS and GI) and the mathematics ability (reasoning and problem solving). So it can be concluded that the TPS and GI gives a different effect on students’ mathematical reasoning and problem solving abilities. Keywords:Reasoning, Problem Solving, Think Pair Share, Group Investigation

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Is functional skills mathematics approach relevant to stimulate students’ mathematical problem solving?

10.31227/osf.io/69hdc ◽

2019 ◽

Author(s):

Rina Oktaviyanthi ◽

RIA NOVIANA AGUS ◽

Yani Supriani ◽

Usep Sholahudin

Keyword(s):

Science Education ◽

Mathematics Education ◽

Problem Solving ◽

Mathematical Problem ◽

Qualitative Approach ◽

Mathematical Problem Solving ◽

Functional Skills ◽

Problem Solving Skills ◽

Mathematics Ability ◽

Depth Interviews

This study described the stimulation structure of problem-solving skills obtained by students who were taught mathematics using functional skills mathematics approach. A descriptive exploratory qualitative approach was used to examine the students’ stimulation structure. Participants included three students from different level of mathematics ability in the second semester students of mathematics education program at Universitas Serang Raya. The data gained from the students’ problem-solving working collaborated with in-depth interviews focused on the students’ thinking refers to the functional skills mathematics completeness indicator. Exploration results showed the percentage of stimulation for each student of high, moderate and low mathematics ability are 81.8%, 54.5% and 36.7%. The relevance of the implementation of the functional skills mathematics approach was explained in more detail in the discussion. (This paper has been presented in "Mathematics, Science, and Computer Science Education International Seminar 2018", Universitas Pendidikan Indonesia (UPI), Bandung, West Java, Indonesia, October 27, 2018)

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KARAKTERISTIK INTUISI SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p155-161 ◽

2020 ◽

Vol 9 (1) ◽

pp. 155-161

Author(s):

Anam Brammanto Satriyo Pamuji ◽

Pradnyo Wijayanti

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Junior High School ◽

Junior High ◽

Mathematical Ability ◽

School Students ◽

Ability Test ◽

Mathematics Ability ◽

Mathematical Problems

The purpose of this study is to describe the intuition characteristics of junior high school students in solving mathematical problems viewed from mathematical abilities. This research based on qualitative descriptive study. The subjects of this study were taken from Lab School UNESA Junior High School, which consisted of three students from class VIII A, namely one student with high, moderate, and low mathematical ability. The method that used to collect data consists of the mathematical ability test, problem solving test and so of the interview method. Data analysis uses the intuitive characteristic indicators at each stage of the problem solving. The conclusion of this study indicate that student with high mathematical ability at the stage of understanding the problem using affirmatory intuition with the characteristics of extrapolativeness, intrinsic certainty and perseverance, at the stage of making plans using anticipatory intuition with the characteristics of global ideas, and at the stage of carrying out plans and checking again not using intuition. Student with moderate mathematical ability at the stage of understanding the problem using affirmatory intuition with the characteristics of extrapolativeness, intrinsic certainty and perseverance, at the stage of making plans using anticipatory intuition with the characteristics of global ideas, and at the stage of carrying out plans and checking again not using intuition. Student with low mathematical ability at the stage of understanding the problem using affirmatory intuition with the characteristics of perseverance and coerciveness, at the stage of making plans using anticipatory intuition with the characteristics of global ideas, and at the stage of carrying out plans and checking again not using intuition. Keywords: Intuition, Problem solving , Mathematics ability

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Kemampuan Pemecahan Masalah Matematika Pada Soal Open Ended Materi Lingkaran Berdasarkan Kemampuan Awal Matematika Siswa

Griya Journal of Mathematics Education and Application ◽

10.29303/griya.v1i3.85 ◽

2021 ◽

Vol 1 (3) ◽

pp. 433-441

Author(s):

Tri Rahayu Agustina ◽

Sri Subarinah ◽

Nurul Hikmah ◽

Amrullah Amrullah

Keyword(s):

Problem Solving ◽

Junior High School ◽

Average Score ◽

Math Skills ◽

Average Value ◽

9Th Grade ◽

Mathematics Ability ◽

Early Math Skills ◽

The Subject ◽

Student Problem

The research was aims to describe the problem solving in mathematics ability on open ended with circle material based on the early mathematical ability of the students at 9th grade junior high school 8 mataram. The type of the research is a descriptive study with quantitative approach. The research subject are 28 students which selected with purposive sampling. The subject is grouped according to early abilities of high, moderate, and low mathematics using the midterms. The data-collection method used is an open-ended problem-solving test on a loop of 2 terms of description and interview methods. The results were analyzed based on an indicator of problem solving capability according to Polya. Based on the data analysis, student problem solving capabilities with advanced mathematical abilities fall into good category, averaged 79.69. The student problem-solving capability with the early math skills is in good category, with an average score of 77.50. Student problem solving with early abilities of low math falls in the less category, with an average value of 48.30. The students with advanced math skills and are filling indicators of understanding the problem, planning a settlement and carrying out a completion plan, but have not yet met the checking indicator.

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