scholarly journals Sequence and Series: An Analysis of Mathematical Problem Solving Ability

2021 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Iyam Maryati ◽  
Dila Nurhayati Fadhilah
Keyword(s):  
High School Students ◽  
High Schools ◽  
Problem Solving ◽  
Research Method ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Public High Schools ◽  
School Students ◽  
The Public ◽  
Implementing Strategies

<p><em>This study aims to analyze the level of mathematical problem solving abilities of students in one of the high schools in Garut City on the material of sequence and series. The method used in this research is descriptive qualitative research method. The sample in this study was conducted on 5 students in class XI at one of the public high schools in Garut City. The instruments given to the students were 4 questions on the sequence and series material. The conclusion of this study is the mathematical problem solving ability of class XI high school students in Garut City, seen from the indicators of identifying sufficient data to solve problems and implementing strategies to solve problems, is quite high, but the indicators of making mathematical models are classified as moderate, and checking the correctness of results and answers still relatively low.</em></p>

scholarly journals KECEMASAN MATEMATIK DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA

2019 ◽  
Vol 4 (2) ◽  
pp. 205-214
Author(s):  
Wahyu Hidayat ◽  
Delifya Bunga Ayudia
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Problem Solving ◽  
Research Method ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Mathematical Anxiety

This research aims to analyze and examine deeply about the students’ mathematical anxiety and mathematical problem-solving of high school students. The  research method used the correlational. The population in this research are high school students in West Bandung. Meanwhile, the sample of this research is 27 people that are purposively assigned to one of high schools in Cihampelas. Instruments used in this research are tests and non-tests. The results of this research shows that the abilities of mathematical problem solving of high school students are negatively affected by 57.1% of mathematical anxiety while 42.9 % is influenced by other factors beyond students' mathematical anxiety.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA

2018 ◽  
Vol 6 (1) ◽  
pp. 93-104
Author(s):  
Deddy Sofyan ◽  
Sukanto Sukandar Madio
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Mathematical Problem Posing

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.

scholarly journals APPLICATION OF A REALISTIC APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING AND SELF REGULATED LEARNING OF JUNIOR HIGH SCHOOL STUDENTS

2018 ◽  
Vol 1 (2) ◽  
pp. 179
Author(s):  
Rina Krisnawati ◽  
Euis Eti Rohaeti ◽  
Rippi Maya
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
Ability Level ◽  
School Students ◽  
Realistic Approach ◽  
Class Viii

This study is a quasi-experimental research, which aims to examine the achievement and improvement of problem-solving skills of mathematics and the independence of junior high school students learning through a realistic approach. The population in this study is all students of class VIII SMPN 4 Subang. Samples were taken by random class, obtained two classes of class VIII H as the experimental class and VIII.F as control class. The instrument in this study is a set of mathematical problem-solving test and a set of learning independence scales. The study found that the achievement and improvement of students' mathematical problem-solving ability and the independence of student learning whose learning using realistic learning are better than that of learning using ordinary learning in terms of the initial ability level of students. There is an interaction of mathematical problem-solving abilities between students whose learning uses a realistic approach with a student's initial ability level. Meanwhile, there is no interaction between realistic learning with the level of initial ability of students in generating student self-reliance. Besides, there is no association between mathematical problem solving ability and student learning independence, both in class that use realistic and classroom learning using ordinary learning. The picture of student's performance during realistic learning is more active, it shows the involvement of students both individually and in collaboration with the group, so that it can improve the problem solving ability of mathematics as well as student's learning independence. The description of the students' difficulties in solving the problem of mathematical problem solving ability lies in the indicator about number 5 which is about making the mathematical model because of the lowest percentage indicator.

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA BERDASARKAN GAYA KOGNITIF

2021 ◽  
Vol 9 (2) ◽  
pp. 233-243
Author(s):  
Lihar Raudina Izzati ◽  
Erlinda Rahma Dewi ◽  
Andika Wisnu
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Ability Test ◽  
Test Instrument ◽  
The Difference

Problem-solving ability is a characteristic of mathematical activities and a major ability in developing mathematical understanding. Mathematical problem-solving ability can be seen from several dimensions, one of which is cognitive style. Cognitive style is a unique way for each individual to acquire, process, store, use the information to respond to tasks or situations, and build knowledge. FD and FI cognitive styles are one type of cognitive style that are categorized by general ways of thinking, solving problems, learning, and dealing with other people so that they have a relationship with problem-solving abilities. The subjects in this study involved 72 students (around the age of 13-14 years), namely 33 students with FD cognitive style and 39 students with FI cognitive style. The problem-solving ability test instrument in this study was a mathematical problem-solving ability test that had been validated by experts and tested for reliability. The cognitive style test instrument is the Group Embedded Figure Test (GEFT) item developed by Witkin. The problem-solving ability of junior high school students with FI cognitive style is better than FD students even though the difference is not much different.

scholarly journals Application of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) Learning Models Based on Riau Malay Culture on the Ability to Use Mathematical Problems of Junior High School Students

2020 ◽  
Vol 4 (3) ◽  
pp. 643
Author(s):  
Suraji Suraji ◽  
Zulkarnain Zulkarnain ◽  
Sehatta Saragih
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Cultural Context ◽  
Mathematical Problem ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
School Students

This study aimed to examine comprehensively the effect of the application of REACT learning models based on the Malay cultural context of Riau on students’ mathematical problem-solving abilities. The research was a quasi-experimental research with Pretest-post-test control group design. The sample of this study was all students of class VII SMP 12 Pekanbaru. The results of data analysis were: (1) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning; (2) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning in terms of aspects of student ability levels, (3) There was no interaction between the learning model and the level of students’ ability to the ability to solve mathematical problems; (4) There was a difference in the mathematical problem-solving ability of Pekanbaru junior high school students who learned to use the REACT learning model based on the Malay Malay cultural context in terms of aspects of student ability levels.

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