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.

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 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.

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 The Relationship between Problem-Solving Ability and Students' Characters Based on Islamic Perspectives

2019 ◽  
Vol 4 (2) ◽  
pp. 203-214
Author(s):  
Syamsul Huda ◽  
Muhammad Syahrul ◽  
Mu'min Firmansyah ◽  
Rahmi Ramadhani ◽  
Andika Eko Prasetiyo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Gender Factor

The purpose of this study was to analyze the mathematical problem-solving ability and characters of students who were taught using problem-based learning and ordinary learning based on Islamic perspectives. The instrument used in this study was a test of problem-solving ability and a students’ character questionnaire. This research was a quasi-experimental research with pre-test and post-test control group design. The sample of this research was 84 students from Private Islamic School in Medan, North Sumatera, by using a purposive sampling technique. The data in this research was declared homogenous and normal after being tested using the Levene’s Test and Kolmogorov-Smirnov Test. The hypothesis analyzes used was the Two Way-ANOVA test assisted by SPSS 25. The result showed that there was an improvement in mathematical problem-solving ability and students' characters through problem-based learning based on Islamic perspectives. However, there was no interaction between students' gender and problem-solving ability and character improvement based on Islamic perspectives. The gender factor in problem-based learning was not related to students’ cognitive and affective aspects. Each student with any gender had difference characters, especially related to Islamic perspectives. This research-proven that problem-based learning model had an important role in teaching and learning, and it can be used to improve students' mathematical and character problem-solving ability.

Improving Secondary School Students’ Achievement in Bearing through Polya’s Problem Solving Strategy.

2019 ◽  
pp. 288-294
Author(s):  
Eneze, Blessing Nkeiruka ◽  
Alio B.C.
Keyword(s):  
Problem Solving ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Problem Solving Strategy ◽  
Solving Strategy

Quasi-experimental design was adopted in this study. Pretest-posttest, non- equivalent control group was used. Six intact classes, three of which were randomly assigned to experimental and the other three to control groups are used for the study. Sample of the study consisted of 284 SSII students from Enugu Education Zone. Two research questions and two hypotheses guided the study. Bearing Achievement Test (BAT) was used for data collection. BAT was constructed by the researcher and validated by three research experts. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Polya‟s Problem Solving Strategy (PPSS) while control groups were taught the same topic using expository method. Major findings of the study revealed that students taught bearing with PPSS achieved higher than those taught with expository method. There was no significant difference between the mean achievement scores of male and female students in the study. It was recommended that Mathematics teachers should adopt PPSS for teaching Bearing and distances in senior secondary schools.

scholarly journals Pengaruh Model Pembelajaran Pair Cheks Berbasis Tugas Pengajuan Masalah terhadap Kemampuan Pemecahan Masalah Matematis Siswa

2020 ◽  
Vol 7 (2) ◽  
pp. 188-199
Author(s):  
Muksin Muksin ◽  
Tataq Yuli Eko Siswono ◽  
Rooselyna Ekawati
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Experimental Research ◽  
Random Sampling ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Data

The students' problem solving ability is low. One effort that can be done is to implement the pair checks type of cooperative learning. This study aims to determine the effect of the pair checks type of cooperative learning based on the task of problem posing on students' mathematical problem solving abilities. This research is a quasi experimental research. The population of this study were students of grade 8. The sample consisted of two classes selected by random sampling. The instruments used in this study were test and questionnaire. The data were obtained from the results of the post test after implement the pair check type of cooperative learning. Data were analyzed using t-test. The results showed that there was a significant effect of the pair checks type of cooperative learning based on the task of problem posing on students' mathematical problem solving abilitie. In addition, there was a difference in the increase indicated by the N-gain value in the experimental clas. Therefore, the pair checks type of cooperative learning based on the task of problem posingan effect on improving students' problem-solving abilities.

scholarly journals PERBEDAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DAN EKSPOSITORI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI KELAS IV SDN PEUNAGA CUT UJONG

2020 ◽  
Vol 7 (1) ◽  
pp. 50-59
Author(s):  
Agus Kistian ◽  
Febry Fahreza ◽  
Mulyadi
Keyword(s):  
Problem Solving ◽  
Surface Area ◽  
Test Score ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Post Test ◽  
Contextual Teaching

The purpose of this study was to determine and analyze the effect of Contextual Teaching and Learning learning models on students' mathematical problem-solving abilities on the material of the surface area of ​​flat build in class IV of SDN Peunaga Cut Ujong. This study uses a quantitative approach and the type of research used is experimental research. The population in this study were the fourth grade students of SDN Peunaga Cut Ujong which amounted to 28 students. The data collection techniques are documentation, observation and tests of mathematical problem solving abilities given essay. Data processing techniques use statistical tests using the t test formula. The results showed that students' mathematical problem solving ability using Contextual Teaching and Learning  learning model was better than conventional learning, indicated by the average post-test score of students who used Contextual Teaching and Learning learning model, which was 78.82 and students with conventional learning obtain an average post-test score of 66.58. Based on the results of the calculation of the t-test with a significant level of α = 0.05 and dk = 27. From this value obtained tcount> t table is 4.55> 1.70, so H0 is rejected and H1 is accepted so it can be concluded that there is a significant effect on the students' mathematical problem solving ability on the material of flat surface area through Contextual Teaching and Learning  learning model in the fourth grade of SD Negeri Peunaga Cut Ujong. This shows that learning by applying Contextual Teaching and Learning  learning models can improve students' mathematical problem solving abilities.   Abstrak Abstrak Tujuan penelitian ini adalah untuk mengetahui dan menganalisis pengaruh model pembelajaran Contextual Teaching and Learning terhadap kemampuan pemecahan masalah matematis siswa pada materi luas permukaan bangun datar di kelas IV Sekolah Dasar Negeri Peunaga Cut Ujong. Penelitian ini menggunakan pendekatan kuantitatif dan jenis penelitian yang digunakan yaitu penelitian eksperimen. Populasi dalam penelitian ini adalah siswa kelas IV Sekolah Dasar Negeri Peunaga Cut Ujong yang berjumlah 28 siswa. Adapun teknik pengumpulan data adalah dokumentasi, observasi dan tes kemampuan pemecahan masalah matematis yang diberikan secara essay. Teknik pengolahan data menggunakan uji statistik dengan menggunakan rumus uji t. Hasil penelitian menunjukkan kemampuan pemecahan masalah matematis siswa menggunakan model pembelajaran Contextual Teaching and Learning lebih baik dari pada pembelajaran konvensional, ditunjukkan dengan rata-rata nilai post-test siswa  yang menggunakan model pembelajaran Contextual Teaching and Learning yaitu 78,82 dan siswa dengan pembelajaran konvensional memperoleh rata-rata nilai post-test yaitu 66,58. Berdasarkan hasil perhitungan uji t – tes dengan taraf signifikan α = 0,05 dan dk = 27. Dari nilai tersebut diperoleh thitung> ttabel yaitu 4,55> 1,70, sehingga H0 ditolak dan H1 diterima sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan terhadap kemampuan pemecahan masalah matematis siswa pada materi luas permukaan bangun datar melalui model pembelajaran Contextual Teaching and Learning di kelas IV Sekolah Dasar Negeri Peunaga Cut Ujong. Hal ini menunjukkanbahwa pembelajaran dengan menerapkan model pembelajaran Contextual Teaching and Learning dapat meningkatkan kemampuan pemecahan masalah matematis siswa. Kata Kunci: Contextual Teaching and Learning, Kemampuan Pemecahan Masalah Matematis, Luas Permukaan Bangun Datar

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