scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

2019 ◽  
Vol 7 (1) ◽  
pp. 19
Author(s):  
Hasyim As’ari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Wilcoxon Test ◽  
Mathematical Problem Solving ◽  
Learning Module ◽  
Post Test ◽  
Problem Solving Strategies ◽  
Math Problems

<p>Prospective math teachers should be able to master basic skills in doing math problems. One of the skills in doing mathematics is the ability to solve math problems. However, in fact students of Mathematics Education Study Program of Pekalongan University Semester 4 as math teacher candidate is still lacking in problem solving ability. Besides iu, teaching materials that contain mathematical problem solving strategies are also not available so in learning the problem-solving ability is still lacking.</p><p>In this study developed a problem-based mathematics learning module in which contains problem-solving strategies. This research aims to: 1) acquire and describe modules that fit the needs of the 4th semester students of Mathematics Education, 2) produce mathematical problem solving modules, 3) produce appropriate problem-based math learning modules and 4) produce effective modules to improve capability mathematical problem solving on semester 4 students. This development research using the development model Thiagarajan et al. The steps undertaken in this research and development are defining, designing and developing.</p><p>Based on the result of the research, the description and design of the module according to the problems of the students of Mathematics semester 4. Meanwhile, the total aspect of all validator is 4.175. According to the validation criteria makka can be concluded that the developed learning module included in the category valid. This means that the developed learning media is valid. Meanwhile, based on the test in the afternoon class, obtained some input which is then refined to then be used in trials in the morning class students. Based on pre test and post test results, both data were analyzed using wilcoxon test yielding Z<em><sub>obs</sub></em> of -3.399. Based on the right-side test criteria, the result of the decision is that the average post test score is higher than the average pre test value. This means that the modules are developed effectively for use in Mathematics Education students semester 4.</p>

scholarly journals Think Pair Share With Comic For Mathematical Problem Solving Skills

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Turyanto Turyanto ◽  
Denik Agustito ◽  
Sri Adi Widodo
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Rank Test ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Post Test ◽  
Signed Rank Test ◽  
Parametric Statistical Test

The purpose of this study was to find out that Think Pair Share with mathematical comics is more effective than Think Pair Share learning without using comics. The research method used is an experiment with the design of Post-test-Only Control Design. The sample size was 64 students taken using cluster random sampling technique. The instrument used in this study is the Mathematical Problem Solving Test. Data analysis techniques were used using the Wilcoxon Signed Rank Test non-parametric statistical test. The results of the study showed that the learning of Think Pair Share models by using mathematical comics was no more effective than learning Think Pair Share without using comics. Although this study shows the opposite results from existing theoretical studies, in general, the use of learning media such as mathematical comics collaborated with any model can make mathematics learning more effective.

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

scholarly journals Mathematical Problem-Solving Ability in Differential Equation

2020 ◽  
Vol 1 (1) ◽  
pp. 37-40
Author(s):  
Ari Suningsih ◽  
Dewi Nopitasari
Keyword(s):  
Differential Equation ◽  
Data Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Entire Data ◽  
Math Problems ◽  
Academic Year

This study aims to describe the student's ability to solve math problems in the Differential Equation course in Polya's steps. This research is a descrip-tive study. The research subjects were the 6th-semester students of STKIP MPL for the 2018-2019 academic year. Data analysis used processed and pre-pared data, read the entire data, analyzed the detail, implemented the coding process, described themes, interpreted the data. The study found that the easy variable differential equation problems could be separated, 2 students understood the problem, 5 students initiated the solution, 4 students com-pleted through the plan, 2 students checked again, 2 students completed through the plan, no students checked again.

scholarly journals Efektivitas Pembelajaran Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII SMP

2018 ◽  
pp. 1-9
Author(s):  
Ananda Ria Pertiwi Sinaga
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Learning Approaches ◽  
Learning Attitudes ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Academic Year

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

scholarly journals THE INSTRUCTION TO OVERCOME THE INERT KNOWLEDGE ISSUE IN SOLVING MATHEMATICAL PROBLEM

2016 ◽  
Vol 1 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Febrian Febrian
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Realistic Mathematics Education ◽  
Literature Study ◽  
Realistic Mathematics ◽  
Knowledge Access

One characteristic of typical mathematical problem is that it requires bunch of relevant prior knowledge. This knowledge is built consecutively and is recalled whenever needed to promote student to solve the problem. The process undertaken by the solver to utilize existing relevant prior knowledge while solving the problem is called access. However, this access is possible subject to disturbance for some reasons. This literature study addresses some factors that can distract access: factor related to metaprocess and factor related to deficit structure. The variants included in both factors have been proved through research as the contributors of the accessibility of relevant prior knowledge. Knowledge that cannot be accessed is called inert knowledge, the main reason for why solver face the difficulty to find the answer to given mathematical problem. The explanation leads to the suggestion of how to tackle the inertia of particular knowledge. One of them are through the instruction setting. Realistic Mathematics Education as one of approaches in learning can be a possible alternative for the issue of inert knowledge. Keywords. Mathematical problem solving, prior knowledge, access, inert knowledge, Realistic Mathematics Education

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

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