FAKTOR PENYEBAB KESALAHAN SISWA SMK DALAM MENYELESAIKAN SOAL CERITA PADA MATERI PELUANG

It is not easy for students to understand the questions in the form of stories so that errors often occur in the process of solving problems. This study aims to describe the factors that cause vocational students' errors in solving story problems based on Anne Newman. This research is a qualitative research. The instrument used in this research is a test which consists of 3 questions and an interview guide. The subjects in this study were students of class XII TKJ SMK Patria Gadingrejo. Analysis of the data using the analysis of the location of student errors based on Anne Newman's procedure, namely a) reading the problem, understanding the problem, b) transforming the problem, c) process skills, and d) writing the final answer. The factors that cause student errors at each stage are: 1) misunderstood the problem, the cause of which is the lack of understanding and thoroughness of students; 2) problem transformation errors, the reason is that students do not master the concept and do not have mastery of the material; 3) process skill errors, the cause of which students are wrong in doing the initial steps of work; 4) errors in writing the final answer, the reason is that students are not accustomed to writing conclusions.

ANALYSIS OF ELEMENTARY SCHOOL STUDENTS DIFFICULTIES’ IN SOLVING INTEGER WORD PROBLEMS

This type of research is descriptive qualitative with a case study approach. This study aimed to identify forms of students’ conceptual and principle difficulties in solving integer story problems. The research participants were 34 fifth-grade elementary students. The purposive sampling technique was used to select research subjects based on the minimum completeness criteria value. Methods of data collection using tests and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results showed that there were two types of difficulties for elementary school students in solving integer story problems, namely, conceptual difficulties and principle difficulties. The form of conceptual difficulties experienced by students is the difficulty in converting story problems into mathematical form. Besides that, students tend not to write down the steps according to solving story problems, and the principal difficulties experienced by students include errors in performing mathematical calculations. This can be minimized by increasing practice questions in the form of story problems.

STUDENT’S ABILITY IN SOLVING MATH STORY PROBLEMS: GENDER DIFFERENCES

Tujuan penelitian ini adalah untuk menggambarkan kemampuan penyelesaian soal cerita matematika siswa ditinjau dari perspektif gender. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah siswa SMPN 2 Tigo Lurah kelas VII semester 2 yang berjumlah 16 orang siswa. Materi bahasan yang digunakan adalah aritmatika sosial. Metode pengumpulan data pada penelitian ini adalah latihan soal. Teknik analisa data dalam penelitian ini adalah dengan melihat hasil latihan soal siswa dalam menyelesaikan soal cerita matematika, kemudian dikelompokkan dalam kategori rendah, sedang, dan tinggi. Hasil penelitian ini menunjukkan bahwa nilai rata-rata siswa laki-laki 82 dan nilai rata-rata siswa perempuan 75. Kesimpulan yang diperoleh dari penelitian ini adalah kemampuan penyelesaian soal cerita siswa laki-laki lebih baik dari pada siswa perempuan.

ANALISIS KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DI SMP KARTIKA VIII-1 JAKARTA

This study aims to determine the ability of students in solving math story problems at SMP Kartika VIII-1. Another objective is to analyze the students' ability to solve math story problems at SMP Kartika VIII-1. The method used to analyze the ability is a qualitative method by collecting data through a story question test to describe the student's ability to solve story questions. The ability to understand story problems with a very high category, the ability to plan strategy solving strategies for story problems with a sufficient category, the ability to implement a strategy for solving story problems with a high category, and the ability to prove the truth of the results with a low category

MENGATASI HAMBATAN BELAJAR DALAM MATERI PLSV MENGGUNAKAN DESAIN DIDAKTIS DENGAN SCAFFOLDING DI SMP

This research aimed to determine how to overcome student learning barriers in the material of one-variable linear equations using didactical design with scaffolding in class VIII of SMP Negeri 4 Sungai Raya. The form of research used in this study was didactical design research. The data source of this study were students of class VIII B of SMP Negeri 4 Sungai Raya and the data were the initial and final test answer sheets and the results of interviews. The results showed that didactic design with scaffolding can overcome student learning barriers. Before being given a didactical design with scaffolding students were not able to made mathematical models in the form of story problems, students were not able to equivalent and classify similar terms, the incompatibility of the problem solving steps ordered by the completion steps done by students, students cannot solve the problem comes to the simplest form, and students made mistakes in calculating the value of a count operation. After being given a didactical design with scaffolding students have been able to make mathematical models in the form of story questions, students have been able to equivalent and classify similar terms, the problem solving steps ordered with the completion steps done by students are appropriate, students can already solve the problem to the simplest form, and students are able to calculate the value of a calculated operation correctly even though there are a few operating errors in some problems. Keywords: Didactical Design, Learning Obstacles, Scaffolding

The ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA SPLDV BERDASARKAN TAHAPAN NEWMAN DITINJAU DARI TIPE KEPRIBADIAN FLORENCE LITTAUER

The aim of this qualitative research is to describe the types of student errors in solving the two-variable linear equation system story problem based on Newman's error analysis in terms of Florence Littauer's personality type. The data sources consisted of 8 students of grade IX C SMP Nuris Jember who had been taught the material of two-variable linear equation systems. The data taken were the results of the questionnaire used to group students into four categories of personality types, the results of the student's story problem solving test results, and the results of the interviews of the students who were the research subjects. The results showed that in solving the two-variable linear equation system material story problems, students sanguinis experienced reading errors, comprehensior errors, transformation errors, process skill errors, and encoding error. Melancholy and phlegmatis students experience transformation error, process skill error, and encoding error. Koleris students experienced process skill error and encoding error. Keywords: Error, Newman, Personality Type, SPLDV

Children’s Online Collaborative Storytelling during 2020 COVID-19 Home Confinement

Digital collaborative storytelling can be supported by an online learning-management system like Moodle, encouraging prosocial behaviors and shared representations. This study investigated children’s storytelling and collaborative behaviors during an online storytelling activity throughout the 2020 SARS-CoV-2 home confinement in Spain. From 1st to 5th grade of primary school, one-hundred-sixteen students conducted weekly activities of online storytelling as an extracurricular project of a school in Madrid. Facilitators registered participants’ platform use and collaboration. Stories were audio-recorded, transcribed verbatim, and analyzed using the Bears Family Story Analysis System. Three categories related to the SARS-CoV-2 pandemic were added to the story content analysis. The results indicate that primary students worked collaboratively in an online environment, with some methodology adaptations to 1st and 2nd grade. Story lengths tended to be reduced with age, while cohesion and story structure showed stable values in all grades. All stories were balanced in positive and negative contents, especially in characters’ behavior and relationships, while story problems remained at positive solution levels. In addition, the pandemic theme emerged directly or indirectly in only 15% of the stories. The findings indicate the potential of the online collaborative storytelling activities as a distance-education tool in promoting collaboration and social interactions.

CRITICAL AND CREATIVE THINKING SKILLS TO SOLVING MATH STORY PROBLEMS IN ELEMENTARY SCHOOL STUDENTS

Following the 2013 curriculum, the mathematics learning process requires critical and creative skills that can help students solve a problem on math problems. Students who maximize critical thinking can conclude the information obtained, know how to use the information in math story problems, and find sources of supporting communication in solving a problem. In addition, students must have creative thinking skills that find new ideas or ideas from math story problems. This study discussess the importance of critical and creative thinking skills in elementary school students in solving math story problems. The method used in this research is the library research method with a qualitative approach. Critical thinking skills are an active process that continuously and thoroughly contains the contents of one's thoughts about something in-depth to decide what to believe or do. At the same time, creative thinking skills are the process of bringing up or bringing up a new idea based on a combination of previous experience. New ideas emerge from old ideas combined in new ways. The learning model that supports students in solving story problems is Problem Solving.

PROBLEM BASED LEARNING SOLUSI PEMBELAJARAN DALAM MATA PELAJARAN MATEMATIKA DENGAN TOPIK KPK & FPB DI KELAS IV SDI RAMAH ANAK CILODONG DEPOK

Learning mathematics on the topic of KPK and FPB is one of the materials considered "difficult" by students. Because of this material, students are required to be able to understand multiplication and division very well. If a student's understanding is proficient in multiplication and division, it will automatically be very easy for them to solve questions related to the KPK and FPB. And usually the teacher to deliver this material more often/generally uses classical learning models or lectures. Because this learning model is considered to be the most "correct" in providing understanding to students. But in reality, students are becoming less and less interested and add the label "very difficult" to learning mathematics. From here, the research was conducted by providing a different learning model, namely using the PBL (Problem Based Learning) learning model or also known as PBM (Problem Based Learning). The basis of this learning model is that students are invited to find solutions in solving story problems related to KPK and FPB questions in their respective group discussions, so that students are interested and challenged in solving these problems. This research was conducted through classroom action research (CAR) with 3 stages/cycles (Pre-Cycle, Cycle I, and Cycle II) in it. Problem-Based Learning Model is used in cycles I and II. Based on the research results obtained in the pre-cycle and cycle I, there was an increase in student learning outcomes from only 33% of students who scored above the KKM to 52% of students who completed the KKM. After improving learning in cycle I to cycle II, there was an increase again in student acquisition scores, from 52% of students who completed the KKM to 95% of students who completed the KKM. From the results of this study, it can be concluded that the mathematics learning outcomes given the Problem Based Learning model or PBL (Problem Based Learning) are better than the students' mathematics learning outcomes without using the Problem Based Learning model. ABSTRAKPembelajaran matematika pada topik KPK dan FPB merupakan salah satu materi yang dianggap “sulit” oleh siswa. Karena materi ini siswa dituntut harus sudah mampu memahami perkalian dan pembagian dengan sangat baik. Jika pemahaman seorang siswa sudah mahir di perkalian dan pembagiannya, maka secara otomatis akan sangat mudah bagi mereka untuk menyelesaikan soal-soal yang berkaitan dengan KPK dan FPB. Dan biasanya guru untuk menyampaikan materi ini lebih sering/pada umumnya menggunakan model pembelajaran klasik atau ceramah. Karena model pembelajaran ini dianggap paling “jitu” dalam memberikan pemahaman kepada siswa. Namun kenyataannya, siswa menjadi semakin kurang tertarik dan menambahkan label “sulit sekali” terhadap pembelajaran matematika. Dari sinilah, penelitian dilakukan dengan memberikan model pembelajaran yang berbeda, yaitu menggunakan model pembelajaran PBL (Problem Based Learning) atau disebut juga dengan PBM (Pembelajaran Berbasis Masalah). Dasar model pembelajaran ini yaitu siswa diajak untuk menemukan solusi dalam menyelesaikan soal cerita yang berkaitan dengan soal-soal KPK dan FPB dalam diskusi kelompoknya masing-masing, agar siswa tertarik dan tertantang dalam menyelesaikan soal tersebut. Penelitian ini dilakukan melalui penelitian tindakan kelas (PTK) dengan 3 tahapan/siklus (Pra-Siklus, Siklus I, dan Siklus II) didalamnya. Model Pembelajaran Berbasis Masalah digunakan pada siklus I dan II. Berdasarkan hasil penelitian yang didapatkan pada pra-siklus dan siklus I, yaitu terjadi peningkatan hasil belajar siswa dari hanya terdapat 33% siswa yang mendapat nilai di atas KKM menjadi 52% siswa yang tuntas KKM. Setelah dilakukan perbaikan pembelajaran pada siklus I menuju siklus II, terjadi peningkatan kembali pada nilai perolehan siswa yaitu dari 52% siswa tuntas KKM menjadi 95% siswa tuntas KKM. Dari hasil penelitian ini, dapat disimpulkan bahwa hasil belajar matematika yang diberi model Pembelajaran Berbasis Masalah atau PBL (Problem Based Learning) lebih baik daripada hasil belajar matematika siswa tanpa menggunakan model Pembelajaran Berbasis Masalah.