scholarly journals DEVELOPMENT OF LARSON’S PROBLEMS SOLVING PATTERNS WITH "IDEAL" STRATEGIES

2018 ◽  
Vol 5 (1) ◽  
pp. 57
Author(s):  
Junarti Junarti ◽  
Stevanus Budi Waluyo ◽  
Rochmad Rochmad
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Look Back ◽  
Heuristic Strategy ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
High Order Thinking ◽  
Heuristic Problem Solving

Abstract: Mathematical Problem-solving is taught to improve students' high-order thinking skills. A heuristic problem-solving strategy is used to find different Problem-solving. This research is to: 1) describe the student's Problem-solving ability profile in finding the pattern of algebra solving through the "IDEAL" (Identify Define Explore Act Look back) strategy by developing Larson’s Problem-solving pattern, 2) measuring the extent of the pattern can be formed by using " IDEAL". Finding patterns is part of the first heuristic strategy. The research method used a qualitative approach with descriptive analysis. Problems conveyed to students are done in pairs of two people, with the consideration that more discussion opportunities with friends make it possible to get more than five troubleshooting as Larson puts it. The results showed that: 1) profile Problem-solving ability found pattern with "IDEAL" strategy from student got result that from problem given to 20 student group can help solve algebra Problem-solving; 2) there are four kinds of Problem-solving patterns consisting of 3 Larson model Problem-solving patterns and one Problem-solving pattern using geometry sequence pattern.Keyword: Problem-solving Pattern, Heuristic, “IDEAL” StrategyAbstrak: Pemecahan masalah matematika diajarkan untuk meningkatkan kemampuan pemikiran tingkat tinggi mahasiswa.  Strategi pemecahan masalah heuristic digunakan untuk menemukan pemecahan masalah yang berbeda. Penelitian ini untuk: 1) menggambarkan profil kemampuan pemecahan masalah mahasiswa dalam menemukan pola pemecahan aljabar melalui strategi “IDEAL” (Identify Define Explore Act Look back) dengan mengembangkan pola pemecahan masalah Larson, 2) mengukur sejauhmana pola yang dapat dibentuk mahasiswa dengan menggunakan strategi “IDEAL”. Menemukan Pola merupakan bagian dari strategi heuristik yang pertama. Metode penelitiannya menggunakan pendekatan kualitatif dengan  analisis deskriptif. Masalah yang disampaikan kepada mahasiswa dikerjakan secara berpasangan dua orang, dengan pertimbangan bahwa semakin banyak peluang diskusi dengan teman memungkinkan untuk mendapatkan pemecahan masalah lebih dari lima seperti yang disampailan Larson. Hasil penelitian menunjukkan bahwa:  1) profil kemampuan pemecahan masalah menemukan pola dengan strategi “IDEAL” dari  mahasiswa diperoleh hasil bahwa dari masalah yang diberikan kepada 20 kelompok mahasiswa dapat membantu menyelesaikan pemecahan masalah aljabar; 2) terdapat empat macam pola pemecahan masalah yang terdiri dari 3 pola pemecahan masalah model Larson dan satu pola pemecahan masalah dengan menggunakan pola barisan geometri.Kata Kunci: Pola pemecahan masalah, Heuristik, Strategi “IDEAL”

Research, Reflection, Practice: To Draw or Not to Draw: Exploring Children's Drawings for Solving Mathematics Problems

2007 ◽  
Vol 14 (2) ◽  
pp. 118-125
Author(s):  
Sandra M. Crespo ◽  
Andreas O. Kyriakides
Keyword(s):  
Problem Solving ◽  
Elementary Mathematics ◽  
Mathematical Problem ◽  
Children's Drawings ◽  
Mathematical Concepts ◽  
Mathematics Problems ◽  
Children’S Drawings ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
Children With Visual Impairments

Drawing a picture is a problem-solving strategy widely encouraged by elementary mathematics textbooks and teachers. Indeed, drawing can be a powerful way of engaging many students, especially young ones, in representing and communicating their mathematical ideas. Children develop the ability to draw long before they learn to write, and the act and product of drawing are accessible to children of diverse cognitive, academic, cultural, and language backgrounds (children with visual impairments are an obvious exception). The power of drawing as a problem-solving strategy can be observed as young children draw solutions to problems that involve mathematical concepts beyond the level of the mathematics they have studied. The shortcoming of drawing as a problemsolving strategy is that some students favor drawing even when that strategy is the least efficient or viable for finding a solution. Although there are good reasons for asking students to draw when solving a mathematical problem, teachers must also consider what they themselves know and do not know about children's drawings and what sense they make of such representations.

Investigating Sex-Related Differences in Mathematical Problem-Solving Strategies of Elementary School Students

1987 ◽  
Vol 65 (3) ◽  
pp. 925-926 ◽  
Author(s):  
Hersholt C. Waxman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Public Elementary Schools ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Mathematical Word Problems ◽  
Problem Solving Strategy ◽  
Solving Strategy

The present study investigated whether there were significant differences between boys and girls on the problem-solving strategies they report using during mathematical word problems. The Problem-solving Strategy Survey was administered to 210 boys and 201 girls in Grades 3, 4, and 5 from several public elementary schools. Boys reported making or constructing a model when solving mathematical problems significantly more often than girls, while girls reported using objects like coins and fingers and solving an easier problem within the problem first significantly more often than boys.

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 Application of Vee Diagram as a Problem-Solving Strategy in Developing Students’ Conceptual and Procedural Knowledge

2019 ◽  
Vol 8 (10) ◽  
pp. 2796-2800 ◽  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Problem Solving Strategy ◽  
Solving Strategy

Vee diagram is a constructivist approach to teaching and learning, to help students understand the relevant principles and concepts of mathematical problem-solving. This study aimed to investigate the development of students’ conceptual and procedural knowledge after the Vee diagram is introduced as a problem-solving strategy in learning a topic in mathematics. This study used a quasi-experimental research design, which involved 48 lower secondary school students selected through purposive sampling. Data were collected using a set of pre-test and post-test that consists of 5 mathematical problem-solving questions. Data were analysed using Statistical Package for Social Science version 23. Findings of this study showed that the application of Vee diagram as a mathematical problem-solving strategy has significantly developed students’ conceptual and procedural knowledge.

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

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

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