ANALYSIS OF THE PROBLEM OF SOLVING THE PROBLEM IN COMPLETING THE PROBLEM OF THE STORY BASED ON THE STEPS OF THE PATTERN IN COMPARATIVE MATERIAL

Each student has different abilities in problem solving, especially in story problems. Haji (1994: 13) suggests that questions that can be used to determine students' abilities in the field of mathematics study can take the form of story problems. The purpose of this research is to describe the ability of students to solve mathematical problems in solving comparative story problems based on Polya's steps. This research is a descriptive study using a qualitative approach. Three (3) subjects were taken from students of class VIIA at SMP Negeri 1 Wamena consisting of one high ability student, one medium ability student, and one low ability student. Retrieval of data taken by the test and interview methods. The test used was in the form of a description test of three (3) questions. Based on the research results obtained: the ability to solve mathematical problems in High Ability Students (SKT) can do all the problem solving comparative story problems based on Polya steps, while the Medium Ability Students (SKS) there are two questions that have not fully taken Polya's steps specifically implementing the completion plan and check again. For Low Ability Students (SKR) almost all the questions given cannot be solved using Polya steps.Keywords: Problem solving, Polya steps, comparison problems.

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Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v4i2.3905 ◽

2021 ◽

Vol 4 (2) ◽

pp. 124

Author(s):

Sari Wulandari ◽

Ali Syahbana ◽

Tanzimah Tanzimah ◽

Yilun Shang ◽

Robert Weinhandl ◽

...

Keyword(s):

Case Study Research ◽

Pythagorean Theorem ◽

Research Approach ◽

High Ability ◽

High Ability Student ◽

Level Of Thinking ◽

High Ability Students ◽

Ability Student ◽

Low Ability

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

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TEKNIK POLYA DALAM PENYELESAIAN MASALAH GEOMETRI

Sigma ◽

10.36513/sigma.v6i2.1001 ◽

2021 ◽

Vol 6 (2) ◽

pp. 114

Author(s):

Rahma Wahyu

Keyword(s):

Elementary Schools ◽

Problem Solving ◽

Qualitative Approach ◽

High Ability ◽

Story Problems ◽

Story Problem ◽

Study Results ◽

Mathematical Problems ◽

Problem Solving Process ◽

Low Ability

This study aims to analyze the steps for solving mathematical problems by students' understanding of the geometric material in story problems based on the Polya technique. This research was conducted in one of the Islamic elementary schools in Batu City on six students in grade 6. The approach taken is to use a descriptive qualitative approach. The research was carried out using triangulation methods, namely observing the problem-solving process, interviews, and reviewing documents (students' work). Interviews in this study were conducted with several students, namely two high ability people, two low ability people, and two medium ability people. The analysis was carried out by concluding the data obtained based on the observations that have been made. The study results showed that the Polya technique showed different results on the results of solving the problems of each category of students in solving story problems about the area of squares and rectangles. Based on these results, it can be seen that students' understanding of the geometry material on the story problem.

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ANALISIS KEMAMPUAN BERFIKIR KRITIS MELALUI PENGENALAN FUNGSI JAM DAN KONSEP WAKTU DENGAN TEORI SCHOENFELD MENYELESAIKAN MASALAH ANAK TK

Jurnal Buah Hati ◽

10.46244/buahhati.v8i1.1315 ◽

2021 ◽

Vol 8 (1) ◽

pp. 78-96

Author(s):

Wasilatur Rofiqoh ◽

Iza Syahroni ◽

Eva Latipah

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

High Ability ◽

High Ability Student ◽

The Subject ◽

Children’S Thinking ◽

Ability Student ◽

Low Ability

The problem that arises in this study is “How to analyze children’s thinking skills in solving a problem of introducing the function of the clock and the concept of time with Schoenfels’s theory”. In detail, the problem of how student’s critical thinking skills will be discussed in accordance with the five steps of problem solving according to Schoenfeld, namely Reading, Analysis, Exploration, Implementation, and Verification. Data collection through the method of tests, interviews, and documentation with the subject is three people selected with the criteria of one high- ability student, one medium- ability student, and one low- ability student. This research is qualitative, because the type of data in this study is qualitative in the form if description of words or sentences in the form of a picture. The result of the study concluded that of the three subjects who had high, medium, and low abilities there were differences in critical thinking abilities. In short, the subject with high ability is able to master 12 indicators of critical thinking well, while the subject with moderae ability is able to master 7 of the 12 existing indicators of critical thinking, and the subject with low ability is only able to master 5 of the 12 existing indicators of critical thinking. Abstrak Masalah yang muncul dalam penelitian ini yaitu “ Bagaimana analisa kemampuan berfikir anak dalam menyelesaikan suatu masalah pengenalan fungsi jam dan konsep waktu dengan teori Schoenfeld”. Secara rinci permasalahan bagaimana kemampuan berfikir kritis siswa yang akan dibahas sesuai dengan lima langkah pemecahan masalah menurut Schoenfeld yaitu Reading, Analysis, Exploration, Implementation, dan Verification. Pengumpulan data melalui metode tes, wawancara, dan dokumentasi dengan subjek adalah tiga orang yang dipilih dengan kriteria satu orang siswa berkemampuan tinggi, satu orang siswa berkemampuan sedang, dan satu orang siswa berkemampuan rendah. Penelitian Ini termasuk kualitatif , karena jenis data dalam penelitian ini bersifat kualitatif berupa deskripsi kata- kata ataupun kalimat dalam bentuk gamber. Hasil penelitian disimpulkan bahwa dari tiga subjek yang mempunyai kemampuan tinggi, sedang, dan rendah ada perbedaan dalam kemampuan berfikir kritis. Secara singkat yaitu subjek yang memiliki kemampuan tinggi mampu menguasai 12 indikator- indikator berfikir kritis dengan baik, sedangkan subjek berkemampuan sedang mampu mneguasai 7 dari 12 indikator berfikir kritis yang ada, dan subjek berkemampuan rendah hanya mampu mnguasai 5 dari 12 indikator berfikir kritis yang ada. Kata Kunci: Kemampuan Berfikir Kritis, Teori Schoenfeld

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How Indonesian Students Use the Polya’s General Problem Solving Steps

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v8i1.62 ◽

2018 ◽

Vol 8 (1) ◽

pp. 39-48

Author(s):

Hari Pratikno ◽

Endah Retnowati

Keyword(s):

Problem Solving ◽

Mathematics Achievement ◽

Secondary School ◽

General Problem ◽

High Ability ◽

School Students ◽

Junior Secondary School ◽

Junior Secondary ◽

Mathematical Problems ◽

Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

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PROSES PEMECAHAN MASALAH MATEMATKA SISWA BERKEMAMPUAN TINGGI BERDASARKAN LANGKAH POLYA

UNION Jurnal Ilmiah Pendidikan Matematika ◽

10.30738/.v6i1.2111 ◽

2018 ◽

Vol 6 (1) ◽

Author(s):

Lalu Saparwadi ◽

Cahyowatin Cahyowatin

Keyword(s):

Qualitative Approach ◽

High Ability ◽

Initial Equation ◽

High Ability Student ◽

The Subject ◽

High Ability Students ◽

Selection Of ◽

Ability Student

The purpose of this study is to determine the process of solving the problem of students who are high-ability based on Polya step. This research uses the qualitative approach. The subject in this study was a high-ability student. The results of this study indicate that the ability to solve the problem of high-ability students based on Polya steps are: (1) Understanding the problem begins by understanding the vocabulary, identifying all the facts in the form of existing information data, connecting all information from the identification result, and ending by identifying the question ; (2) A plan for splitting begins with the selection of operations and establishes the formulation of equations; (3) Implement the plan of splitting; (4) Re-checking of the settlement result obtained by substituting the result obtained to the initial equation.

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Recall of Mathematical Problem Information: Solving Related Problems

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.12.1.0054 ◽

1981 ◽

Vol 12 (1) ◽

pp. 54-64 ◽

Cited By ~ 2

Author(s):

Edward A. Silver

Keyword(s):

HUBUNGAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP DI KABUPATEN BANDUNG BARAT MENGENAI MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v2i1.p9-16 ◽

2019 ◽

Vol 2 (1) ◽

pp. 9

Author(s):

LIA AWALUHUM ◽

Ratna Sariningsih

Keyword(s):

Mathematical Problem ◽

Linear Equations ◽

High Ability ◽

Research Subjects ◽

Mathematical Communication ◽

Story Problem ◽

Mathematical Problems ◽

Communication Ability ◽

Ability Student ◽

Low Ability

This study aims to describe the mathematical communication skills of seventh grade students of West Bandung District Junior High School in understanding linear equations and one variable inequality. This type of research is qualitative research. Research subjects were selected based on even semester semester math report cards. Research subjects used in this study were 3 students selected from 15 students, namely one high-ability student, one moderate-capable student and one low-ability student. The results of this study were (1) Subjects with high ability in understanding Equation and the inequality of one variable reaches three indicators of mathematical communication ability that is to state mathematical problems related to Linear Inequality and Inequality One variable in the form of a story problem. stating the problem given in the form of mathematical models in the form of equations and solving them and stating a story problem into an idea or problem related to Equality and Inequality of one variable and can solve the problem, (2) Subjects with moderate ability to understand Equations and Inequality One variable reaches two indicators of mathematical communication ability, namely expressing mathematical problems related to equations and inequality of one variable in the form of story problems and expressing an image into an idea or mathematical problem related to linear equations and inequalities of one variable and the problem can be solved. And (3) Subjects with low ability in understanding Equations and inequality of one variable reach an indicator of mathematical communication ability which states mathematical problems related to linear equations and inequalities of one variable.

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THE NEWMAN PROCEDURE FOR ANALYZING STUDENTS' ERRORS IN SOLVING SYSTEMS OF LINEAR EQUATIONS

KALAMATIKA Jurnal Pendidikan Matematika ◽

10.22236/kalamatika.vol6no1.2021pp31-44 ◽

2021 ◽

Vol 6 (1) ◽

pp. 31-44

Author(s):

Veni Saputri ◽

Rizal Kamsurya

Keyword(s):

Problem Solving ◽

Narrative Analysis ◽

Linear Equations ◽

Sampling Technique ◽

High Ability ◽

Research Subjects ◽

Learning Content ◽

Systems Of Linear Equations ◽

High Ability Students ◽

Low Ability

This study aimed to analyze students’ errors in problem-solving activities for systems of linear equations. The descriptive qualitative method was adopted and applied to obtain and process the research data. Research subjects were selected using the purposive sampling technique. Three participants were chosen according to their mathematical proficiency levels. Data collection was conducted by tests to measure students’ problem-solving abilities and semi-structural interviews to gather qualitative information about students’ errors in solving systems of linear equations. The interview results were analyzed using narrative analysis to obtain accurate conclusions. The study found that (1) low-ability students tend to perform error at the comprehension stage, (2) medium-ability students are likely to perform error at the transformation stage, and (3) high-ability students tend to perform error at the process skills stage. The solutions based on the ability level are: (1) low-ability students are required to read the question carefully, educators should emphasize the problem-solving procedure, and students should strengthen their understanding of the prerequisite learning content in problem-solving; (2) medium-ability students have to focus on the emphasis and development of their skills in understanding the language of a problem and balance with improving their understanding of learning content and contextual exercising; (3) high-ability students are provided with exercises that can improve their counting speed and accuracy of the subject in resolving a problem.

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ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

Paedagoria | FKIP UMMat ◽

10.31764/paedagoria.v10i1.815 ◽

2019 ◽

Vol 10 (1) ◽

pp. 16

Author(s):

Sri Maryani ◽

Bq Desi Milandari ◽

Murti Sari Dewi

Keyword(s):

Data Analysis ◽

Data Collection ◽

High Ability ◽

Observation Methods ◽

Quantitative Descriptive ◽

High Ability Students ◽

Descriptive Method ◽

Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

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Story Problem Formats: Drawn versus Verbal versus Telegraphic

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.15.5.0342 ◽

1984 ◽

Vol 15 (5) ◽

pp. 342-351 ◽

Cited By ~ 1

Author(s):

John C. Moyer ◽

Larry Sowder ◽

Judith Threadgill-Sowder ◽

Margaret B. Moyer

Keyword(s):

Reading Ability ◽

Reading Test ◽

The Other ◽

High Ability ◽

Story Problems ◽

Matching Problems ◽

Story Problem ◽

Low Ability

Eight story problems in a drawn format, eight matching problems in a verbal format, and eight matching problems in a telegraphic format were administered to 854 students in tests at each grade from 3 to 7. Scoring was based on the choice of correct operations to solve the problem. Readers of high ability, as measured by a reading test, chose correct operations more often than low-ability readers. The drawn format was easier than the other two formats. A significant format-by-reading-ability interaction revealed that the advantage of the drawn format was greater for low readers than for high readers.

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