scholarly journals A Description of The Student’s Problem Solving Ability Based on Personality Tendency

2017 ◽  
Author(s):  
Rina Oktaviyanthi ◽  
Yani Supriani
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Individual Personality ◽  
Learning Mathematics ◽  
Psychology Theory ◽  
Questionnaire Research ◽  
The Individual

Educational psychology theory assumed that personality is an integration of the whole traits, abilities, and motivations of the individual, including temperament, attitudes, opinions, beliefs, emotional responses, character, and morals. Personality tendencies are non-cognitive characteristics possessed by each individual, in this case is student. Knowing and understanding the personality characteristics of the students is a step that needs to be done by teacher because each student has a different way and respond to access information. This study focuses on the tendency of the student's personality and its implications on mathematical problem solving skills. The purpose of the study is to describe how students with individual personality tendencies do mathematical problem solving. By knowing overview of positive attitudes on each personality tendencies associated with mathematical problem solving skills, the teacher as the facilitator will get references to any forces that appear on each personality tendencies and may be used as consideration in designing learning mathematics. Subjects in this study were students aged 15-18 years (student of class XI) Manyar SMAN 1 Gresik, East Java. The approach used in this study is a qualitative approach with descriptive exploratory method. The instruments used to collect data are tests and questionnaire research. For additional guidance interviews are used as well. The results of the study showed that of the four personality tendencies studied, students tended Melancholy personality fulfilled all indicators mathematical problem solving skills.(This preprint has been presented in "International Seminar on Education (ISE) 2014", Universitas Sultan Ageng Tirtayasa (UNTIRTA), Serang, Banten, Indonesia, May 3, 2014 and has been printed published in ISE Proceedings)

scholarly journals UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SOAL NON-RUTIN PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DENGAN PENERAPAN METODE PEER TUTORING [EFFORTS IN IMPROVING MATHEMATICAL PROBLEM-SOLVING SKILLS OF NON-ROUTINE PROBLEMS OF ONE-VARIABLE LINEAR EQUATIONS AND INEQUALITIES BY IMPLEMENTING THE PEER TUTORING METHOD]

2019 ◽  
Vol 3 (1) ◽  
pp. 96
Author(s):  
Thalia Thamsir ◽  
Destya Waty Silalahi ◽  
Robert Harry Soesanto
Keyword(s):  
Problem Solving ◽  
Peer Tutoring ◽  
Learning Process ◽  
Mathematical Problem ◽  
Linear Equations ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Almost All

<strong></strong><p>The purpose of learning mathematics is to obtain life skills through problem solving. Problem solving skills are one of mathematics skills that must be possessed by students. The result of the pre-cycle in this research showed that 83.33% of students had not achieved the minimum predicate “B-” in solving non-routine problems. It proved that students’ abilities in mathematics problem solving in non-routine problems were still low. During the pre-cycle, the researcher also observed some students who were not brave enough yet to ask questions of the teacher directly during the learning process. Besides that, almost all the students still had high individualistic and low awareness. Based on the problems that happened in the class, the researcher offered the peer tutoring method as a solution to improve students’ mathematical problem-solving skills in non-routine problems. The research method used in this research was Classroom Action Research using the Kemmis and McTaggart model. The instruments used in this research were tests, observation sheets, students’ questionnaires, and journal reflections. Based on the data analysis, students’ mathematical problem-solving skills in non-routine problems improved to 29.17% by implementing the peer tutoring<em> </em>method with the steps (1) choosing the tutors, (2) guiding the tutors, (3) students doing the tutoring activity, and (9) evaluating the learning process</p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRAK: </strong>Tujuan dari mempelajari matematika ialah untuk memperoleh kecakapan hidup salah satunya melalui pemecahan masalah. Kemampuan pemecahan masalah merupakan salah satu standar kemampuan matematika yang harus dimiliki oleh siswa. Hasil tes pra siklus pada penelitian ini menunjukkan sebanyak 83.33% siswa belum mampu mencapai predikat minimal ‘B-’ dalam menyelesaikan soal non-rutin. Ini membuktikan bahwa kemampuan pemecahan masalah matematis siswa pada soal non-rutin masih kurang. Selama pra siklus berlangsung, peneliti juga mengamati beberapa siswa belum berani untuk bertanya langsung kepada guru selama proses pembelajaran berlangsung. Selain itu, sebagian besar siswa masih memiliki sikap individualis yang tinggi dan juga rasa kepedulian antar siswa masih rendah. Berdasarkan masalah yang terjadi di dalam kelas tersebut maka peneliti menawarkan metode <em>peer tutoring </em>sebagai solusi untuk meningkatkan kemampuan pemecahan masalah matematis siswa pada soal non-rutin. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan model Kemmis dan Mc. Taggart. Instrumen yang digunakan pada penelitian ini adalah tes, lembar observasi, angket siswa dan jurnal refleksi. Berdasarkan analisis data, kemampuan pemecahan masalah matematis siswa pada soal non-rutin mengalami peningkatan hingga 29,17% menggunakan metode <em>peer tutoring </em>dengan langkah-langkah penerapan yaitu (1) memilih tutor, (2) membimbing tutor, (3) siswa melakukan kegiatan tutorial, dan (4) mengevaluasi pembelajaran</p><strong></strong>

scholarly journals IMPLEMENTATION OF MODEL-ELICITING ACTIVITIES TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING

2018 ◽  
Vol 1 (3) ◽  
pp. 312 ◽  
Author(s):  
Rubaitun Rubaitun
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Normality Test ◽  
Model Eliciting Activities ◽  
Class Viii ◽  
And Control ◽  
Better Than

This study aims to determine whether the improvement of students' mathematical problem solving skills that get the learning of Model-Eliciting Activities is better than students who get regular learning. Method in this research is experiment and research design pretest and postest in experiment and control class. The population in this study were all students of MTs Kota Cimahi. School samples were taken at random, and obtained by MTs Negeri Kota Cimahi. Then the sample is selected two class VIII at random class. The experimental class uses Model-Eliciting Activities, while the control class uses ordinary learning. The hypothesis in this research is the improvement of student solving abilities of MTs students in Cimahi whose learning using Model-Eliciting Activities is better than using ordinary learning. Research data obtained through the instrument of posttest mathematical problem solving ability. The posttest data is processed by normality test, homogeneity test, and two average difference test using SPSS (Statistical Product and Service Solution) software version 16.0 for Windows. The results showed that the improvement of problem solving ability of MTs students in Cimahi whose learning using Model-Eliciting Activities was better than those using ordinary learning.

scholarly journals The Development Of Mathematics Handout Based On Local Wisdom Nuanced For Secondary Students

2019 ◽  
Vol 2 (2) ◽  
pp. 93
Author(s):  
Hani Rizkia Putri ◽  
Rooselyna Ekawati
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Test Evaluation ◽  
Arithmetic Problem ◽  
Problem Solving Skills ◽  
Maximum Score ◽  
Future Studies ◽  
The Social

This study aims to develop a mathematics handout based on local wisdom nuanced to increase the mathematical problem-solving skill of the Secondary students. This research is motivated by the student’s ability to solve the social arithmetic problem. This study used four phases of developmental research such as Investigation, Design, Realization, and Test, Evaluation, and Revision. The characteristics of local wisdom were acquired within the design or context in the mathematics handout to develop secondary students problem-solving skills. The results show that the students do the stages of problem-solving by Polya, get the maximum score and show students’ positive responses in the questionnaire given. Therefore, it met the proper handout criteria such as valid, practice, and effective. In the future studies, we encouraged to develop learning materials which have a guide to do phases of problem-solving and apply the way to solve some problems in mathematics.

scholarly journals sis Kemampuan Komunikasi & Pemecahan Masalah Matematis Siswa SMP Pada Materi Segiempat Dan Segitiga

2019 ◽  
Vol 5 (1) ◽  
pp. 37-43
Author(s):  
Puri Nur Aisyah ◽  
Anik Yuliani ◽  
Euis Eti Rohaeti
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Problem Solving ◽  
Communication Skills ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Communication ◽  
Problem Solving Skills ◽  
Math Problem Solving ◽  
Communication Ability

This study aims to describe the ability of communication and problem solving of mathematical students in the material quadrilateral and triangle in class VII in one district of MTs Bandung. This type of research is qualitative research with phenomenology model which aims to interpret communication ability and ability to solve the mathematical problem of students. The subjects of this study were 24 students for communication skills and 25 students for math problem-solving skills. The result of data analysis shows that the mathematical communication ability of grade VII students in one MTs in Kabupaten Bandung is still relatively low with the highest percentage being in the low communication ability qualification which is 37.5%, while for students who have ability is get percentage equal to 29,2% and for students with high communication skills get a percentage of 33.3%, while for problem-solving skills in class VII is quite good with the highest percentage in qualification students with high problem-solving ability with a percentage of 44%, while for qualified students who ability is getting percentage by 40%, and for low qualifications only got a percentage of 16%.. Keywords: mathematical communication ability, mathematical problem-solving ability

scholarly journals The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Alman Alman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Univariate Test ◽  
Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

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