Pub Date : 2020-06-09DOI: 10.15642/jrpm.2020.5.1.1-13
Asri Fauzi, A. N. Rahmatih, M. Sobri, R. Radiusman, A. Widodo
The purpose of this research is to describe the results of the exploration of ethnomathematics of Sasak culture that can be used as a source of learning mathematics. This type of research is exploratory qualitative research with an ethnographic approach. This research focuses on buildings, crafts, arts, and traditional snacks. The research instrument is the researcher himself. While the method of data collection by interview, field studies, and documentation. Data analysis techniques with triangulation are data reduction, data presentation, and drawing conclusions. The results showed that Sasak cultural products can be used as a source of learning mathematics, especially on the elements of geometry including rectangles, triangles, trapezoid, circles, rhombus, laying-kites, cones, cylinders, and pyramid. Learning resources derived from Sasak culture, if properly utilized, will create meaningful mathematics learning for students.
{"title":"Etnomatematika: Eksplorasi Budaya Sasak sebagai Sumber Belajar Matematika Sekolah Dasar","authors":"Asri Fauzi, A. N. Rahmatih, M. Sobri, R. Radiusman, A. Widodo","doi":"10.15642/jrpm.2020.5.1.1-13","DOIUrl":"https://doi.org/10.15642/jrpm.2020.5.1.1-13","url":null,"abstract":"The purpose of this research is to describe the results of the exploration of ethnomathematics of Sasak culture that can be used as a source of learning mathematics. This type of research is exploratory qualitative research with an ethnographic approach. This research focuses on buildings, crafts, arts, and traditional snacks. The research instrument is the researcher himself. While the method of data collection by interview, field studies, and documentation. Data analysis techniques with triangulation are data reduction, data presentation, and drawing conclusions. The results showed that Sasak cultural products can be used as a source of learning mathematics, especially on the elements of geometry including rectangles, triangles, trapezoid, circles, rhombus, laying-kites, cones, cylinders, and pyramid. Learning resources derived from Sasak culture, if properly utilized, will create meaningful mathematics learning for students.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129140879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-31DOI: 10.15642/JRPM.2019.4.2.143-156
L. Setianingsih, Riawan Yudi Purwoko
This study aims to determine students’ creative thinking skills to solve arithmetic progression and series with the open-ended method. The study uses a qualitative method with a case study approach. The subjects in this study were three students of junior high school have high mathematical abilities. Data were collected by tests, interviews, field notes, and documentation. Data were analyzed using the triangulation method to gain a deeper understanding of the subject under study. The results of this study show that the student's ability to creative thinking because it meets three indicators of creative thinking, namely fluency, flexibility, and novelty. For the research conducted to get good results, the subject should find answers that can be categorized in creative thinking indicators in the form of novelty.
{"title":"Kemampuan Berpikir Kreatif Siswa SMP dalam Menyelesaikan Soal Open-Ended","authors":"L. Setianingsih, Riawan Yudi Purwoko","doi":"10.15642/JRPM.2019.4.2.143-156","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.2.143-156","url":null,"abstract":"This study aims to determine students’ creative thinking skills to solve arithmetic progression and series with the open-ended method. The study uses a qualitative method with a case study approach. The subjects in this study were three students of junior high school have high mathematical abilities. Data were collected by tests, interviews, field notes, and documentation. Data were analyzed using the triangulation method to gain a deeper understanding of the subject under study. The results of this study show that the student's ability to creative thinking because it meets three indicators of creative thinking, namely fluency, flexibility, and novelty. For the research conducted to get good results, the subject should find answers that can be categorized in creative thinking indicators in the form of novelty.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124804018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.58-71
A. Amalia, T. Yunianta
There are three steps of cognitive processes, that is: 1) acquire new information, 2) transform information; and 3) test the relevance and accuracy of knowledge or evaluation. This study aims to describe the students the cognitive process of junior high school to solve mathematical problems based on Bruner's three modes of representation. The research is qualitative descriptive. The subjects were three students of junior high school; each of them is with high, medium, and low abilities. The results showed that the cognitive processes of high and medium abilities were able to acquire information and transform it to solve the problems in the enactive, iconic, and symbolic representation. For the testing relevance and accuracy, high-ability subject only works in the enactive representation. Middle-ability does in the enactive and symbolic representation. The low-ability subject was able to do all three cognitive processes on questions the enactive representation, but other questions in the iconic and symbolic representation cannot be solved.
{"title":"Deskripsi Proses Kognitif Siswa SMP dalam Menyelesaikan Masalah Matematika Berdasarkan Modes Of Representation Teori Bruner","authors":"A. Amalia, T. Yunianta","doi":"10.15642/JRPM.2019.4.1.58-71","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.58-71","url":null,"abstract":"There are three steps of cognitive processes, that is: 1) acquire new information, 2) transform information; and 3) test the relevance and accuracy of knowledge or evaluation. This study aims to describe the students the cognitive process of junior high school to solve mathematical problems based on Bruner's three modes of representation. The research is qualitative descriptive. The subjects were three students of junior high school; each of them is with high, medium, and low abilities. The results showed that the cognitive processes of high and medium abilities were able to acquire information and transform it to solve the problems in the enactive, iconic, and symbolic representation. For the testing relevance and accuracy, high-ability subject only works in the enactive representation. Middle-ability does in the enactive and symbolic representation. The low-ability subject was able to do all three cognitive processes on questions the enactive representation, but other questions in the iconic and symbolic representation cannot be solved.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114204191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.32-47
Sutini Sutini
This descriptive qualitative study aims to describe the metacognitive and communicative abilities of the third-semester students of Mathematics Education of UIN Sunan Ampel Surabaya. Forty students were given a test consists of 2 essay problems of number theory. Three of the answer sheets that each one representing students with high, medium, and low scores were analyzed. Findings show that the students' ability in both aspect are unsatisfactory regardless of their different scores. They are don't show their understanding of the concepts and principles of number theories, some of them still use mathematical terms and notes, and the majority still have the wrong calculation because they not use the complete and correct algorithm. The students' ability in mathematical communication is poor because they can't write the correct mathematical symbols and can't put the mathematical ideas in an acceptable, logical order. They have written the answers that seem to the right answers, but the arrangement of the answers is irrational and jumping, resulting in the answers in low comprehensibility.
{"title":"Kemampuan Metakognitif dan Komunikasi Matematis dalam Pemecahan Masalah Matematika","authors":"Sutini Sutini","doi":"10.15642/JRPM.2019.4.1.32-47","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.32-47","url":null,"abstract":"This descriptive qualitative study aims to describe the metacognitive and communicative abilities of the third-semester students of Mathematics Education of UIN Sunan Ampel Surabaya. Forty students were given a test consists of 2 essay problems of number theory. Three of the answer sheets that each one representing students with high, medium, and low scores were analyzed. Findings show that the students' ability in both aspect are unsatisfactory regardless of their different scores. They are don't show their understanding of the concepts and principles of number theories, some of them still use mathematical terms and notes, and the majority still have the wrong calculation because they not use the complete and correct algorithm. The students' ability in mathematical communication is poor because they can't write the correct mathematical symbols and can't put the mathematical ideas in an acceptable, logical order. They have written the answers that seem to the right answers, but the arrangement of the answers is irrational and jumping, resulting in the answers in low comprehensibility.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121469923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.48-57
Anah Maemanah, Widodo Winarso
This study aims to determine the influence of logic smart on students' mathematical dispositions. The method is quantitative with ex post facto approach — the population of class XI MIPA MAN 2 Cirebon and three samples taken by random sampling. Data collection uses logic smart tests and questionnaires was then analyzed using a simple regression test. Analysis and interpretation of data show that logic smart of students at coherent level with the average value is 65.93 and 57%, mathematical disposition of students is at a high level with a percentage of the average indicator value is 70%, and there is a significant influence between logic smart with the mathematical disposition of 63.2% and a significance value of 0.00<0.05. So, the teacher should improve the logic of smart students through logical thinking, as well as counting ability accompanied by observations to solve mathematical problems because it has implications for the ability of students' mathematical dispositions.
{"title":"Pengaruh Kecerdasan Logika Matematika Terhadap Disposisi Matematis Siswa","authors":"Anah Maemanah, Widodo Winarso","doi":"10.15642/JRPM.2019.4.1.48-57","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.48-57","url":null,"abstract":"This study aims to determine the influence of logic smart on students' mathematical dispositions. The method is quantitative with ex post facto approach — the population of class XI MIPA MAN 2 Cirebon and three samples taken by random sampling. Data collection uses logic smart tests and questionnaires was then analyzed using a simple regression test. Analysis and interpretation of data show that logic smart of students at coherent level with the average value is 65.93 and 57%, mathematical disposition of students is at a high level with a percentage of the average indicator value is 70%, and there is a significant influence between logic smart with the mathematical disposition of 63.2% and a significance value of 0.00<0.05. So, the teacher should improve the logic of smart students through logical thinking, as well as counting ability accompanied by observations to solve mathematical problems because it has implications for the ability of students' mathematical dispositions.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124977837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.11-22
Sri Hariyani, Fitria Nur Aisyah, Riski Nur Istiqomah Dinullah
This study aims to analyze errors by students in problem-solving of mathematical story based on Watson criteria. The subjects of this study were two high-ability students, two moderate-ability students, and two low-ability students. This study at class VII-C SMP NU Sunan Giri Kepanjen. The instruments used are written tests and interviews — the validity of the data checking by the triangulation of sources that compare test results and interview data. Data analysis used is data reduction, data presentation, and conclusions. The students' errors were analyzed using the Watson error category, which consisted of 8 errors. The results showed that based on Watson's error criteria, the mistakes that occurred were inaccurate data, improper procedures, skill hierarchy problems, missing data, nothing manipulation directly, conflict level response, missing conclusions and in addition to the seven categories. The results of this study are expected to be an input for the teacher about the types of student's errors at SMP Sunan Giri Kepanjen.
{"title":"Analisis Kesalahan Penyelesaian Soal Cerita Berdasarkan Kriteria Watson","authors":"Sri Hariyani, Fitria Nur Aisyah, Riski Nur Istiqomah Dinullah","doi":"10.15642/JRPM.2019.4.1.11-22","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.11-22","url":null,"abstract":"This study aims to analyze errors by students in problem-solving of mathematical story based on Watson criteria. The subjects of this study were two high-ability students, two moderate-ability students, and two low-ability students. This study at class VII-C SMP NU Sunan Giri Kepanjen. The instruments used are written tests and interviews — the validity of the data checking by the triangulation of sources that compare test results and interview data. Data analysis used is data reduction, data presentation, and conclusions. The students' errors were analyzed using the Watson error category, which consisted of 8 errors. The results showed that based on Watson's error criteria, the mistakes that occurred were inaccurate data, improper procedures, skill hierarchy problems, missing data, nothing manipulation directly, conflict level response, missing conclusions and in addition to the seven categories. The results of this study are expected to be an input for the teacher about the types of student's errors at SMP Sunan Giri Kepanjen.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117323396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.1-10
Zukhrufurrohmah Zukhrufurrohmah, Adi Slamet Kusumawardana
This research’s purpose is to describe the mathematical errors of civil engineer college students in subject Calculus II. The research’s method uses a qualitative approach that are reducing data, serving data, and conclude. Based on the research, it found that the major error to solve the problems of Calculus II is manipulating algebra form. The error of calculating is the second one after the error of manipulating algebra form. The researcher also finds that even the college students choose the right formula to solve the problems, they make an error in implementing the formula that they were chosen.
{"title":"Analisis Kesalahan Matematis Mahasiswa Teknik Sipil pada Mata Kuliah Kalkulus II","authors":"Zukhrufurrohmah Zukhrufurrohmah, Adi Slamet Kusumawardana","doi":"10.15642/JRPM.2019.4.1.1-10","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.1-10","url":null,"abstract":"This research’s purpose is to describe the mathematical errors of civil engineer college students in subject Calculus II. The research’s method uses a qualitative approach that are reducing data, serving data, and conclude. Based on the research, it found that the major error to solve the problems of Calculus II is manipulating algebra form. The error of calculating is the second one after the error of manipulating algebra form. The researcher also finds that even the college students choose the right formula to solve the problems, they make an error in implementing the formula that they were chosen.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128741955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.15642/JRPM.2019.4.1.72-84
Laurentius Pradipta Yudhautama, Novisita Ratu
This study imns to teach the concept of integer addition and subtract operations in elementary schools by using ALPER SILABU. Using the ADDIE model consists of five phase (Analysis, Design, Development, Implementation, and Evaluation) to develop ALPER SILABU. ALPER SILABU has gone through tests of validity, practicality, and effectiveness. The results of ALPER SILABU validity obtained 97.6%, which means the media is valid. In practicality, the results of the study obtained 93.3% toal score which means the media is practical. The results of the field trials obtained an N-Gain score of 0.81 which is in the high category. The N-Gain results show that effective ALPER SILABU increases the understanding of students' concepts of integer addition and subtraction operations. Thus, the results of ALPER SILABU for teaching the concepts of addition operations and reduction in mathematical integers are valid, practical, and effective.
{"title":"Pengembangan Alper Silabu pada Materi Bilangan Bulat Kelas IV","authors":"Laurentius Pradipta Yudhautama, Novisita Ratu","doi":"10.15642/JRPM.2019.4.1.72-84","DOIUrl":"https://doi.org/10.15642/JRPM.2019.4.1.72-84","url":null,"abstract":"This study imns to teach the concept of integer addition and subtract operations in elementary schools by using ALPER SILABU. Using the ADDIE model consists of five phase (Analysis, Design, Development, Implementation, and Evaluation) to develop ALPER SILABU. ALPER SILABU has gone through tests of validity, practicality, and effectiveness. The results of ALPER SILABU validity obtained 97.6%, which means the media is valid. In practicality, the results of the study obtained 93.3% toal score which means the media is practical. The results of the field trials obtained an N-Gain score of 0.81 which is in the high category. The N-Gain results show that effective ALPER SILABU increases the understanding of students' concepts of integer addition and subtraction operations. Thus, the results of ALPER SILABU for teaching the concepts of addition operations and reduction in mathematical integers are valid, practical, and effective.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127763009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-15DOI: 10.15642/JRPM.2018.3.2.161-172
Rosdiana Kaka, Anton Prayitno, Abdul Hamid
This research was aimed to elaborate on the form of scaffolding given by learners on algebra problem-solving. The approach used is descriptive qualitative. The study conducted in a junior high school in Malang Regency with 25 students and only two students were selected as research subjects to be given scaffolding level 2. Data collection method begins by requiring learners to solve algebra and next identify the pattern of mistakes or mistakes. Learners who have wrong answers, used as research samples. The results prove the form of scaffolding given the subject. If the subject experiences an error in understanding the problem, the scaffolding is given asking the subject to re-read the problem properly and carefully and give direction questions. However, if the subject has difficulty in making the planning of the settlement, the scaffolding given is giving the subject the opportunity to rearrange the design of the right answer. If the subject experiences an error in carrying out the planning, the scaffolding given is asking the subject to pay attention to the mathematical concept and to be careful in operating algebra.
{"title":"Pemberian Scaffolding Berdasarkan Kesalahan Berpikir Siswa Dalam Memecahkan Masalah Matematika","authors":"Rosdiana Kaka, Anton Prayitno, Abdul Hamid","doi":"10.15642/JRPM.2018.3.2.161-172","DOIUrl":"https://doi.org/10.15642/JRPM.2018.3.2.161-172","url":null,"abstract":"This research was aimed to elaborate on the form of scaffolding given by learners on algebra problem-solving. The approach used is descriptive qualitative. The study conducted in a junior high school in Malang Regency with 25 students and only two students were selected as research subjects to be given scaffolding level 2. Data collection method begins by requiring learners to solve algebra and next identify the pattern of mistakes or mistakes. Learners who have wrong answers, used as research samples. The results prove the form of scaffolding given the subject. If the subject experiences an error in understanding the problem, the scaffolding is given asking the subject to re-read the problem properly and carefully and give direction questions. However, if the subject has difficulty in making the planning of the settlement, the scaffolding given is giving the subject the opportunity to rearrange the design of the right answer. If the subject experiences an error in carrying out the planning, the scaffolding given is asking the subject to pay attention to the mathematical concept and to be careful in operating algebra.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125660918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-15DOI: 10.15642/JRPM.2018.3.2.146-160
R. Ar, Nurfadilah Mahmud
This is qualitative research with a descriptive-explorative approach that aims to determine students' mathematical representation skills in solving Geometry problems. The population is all students in the mathematics education department who study Basic Geometry. The main subject was chosen by stratified technique and purposive sampling. The instruments are placement tests, diagnostic tests, and guided interviews. Data collection uses a triangulation method that aims to examine legitimate data. The results showed that 1) subjects with high skills always present visual representations and mathematical expressions, 2) subjects with intermediate skills present visual representations and mathematical expressions, and verbal but less representative representations, 3) subjects with low skills don’t present visual representations and mathematical expressions and verbal representations of problem-solving steps; and 4) there are several factors that influence the ability of mathematical representation to solve geometric problems, among others, subjects are less able to present problems in geometric patterns, because the subject does not understand the problem.
{"title":"Analisis Kemampuan Representasi Matematis dalam Pemecahan Masalah Geometri serta Faktor-Faktor yang Mempengaruhinya","authors":"R. Ar, Nurfadilah Mahmud","doi":"10.15642/JRPM.2018.3.2.146-160","DOIUrl":"https://doi.org/10.15642/JRPM.2018.3.2.146-160","url":null,"abstract":"This is qualitative research with a descriptive-explorative approach that aims to determine students' mathematical representation skills in solving Geometry problems. The population is all students in the mathematics education department who study Basic Geometry. The main subject was chosen by stratified technique and purposive sampling. The instruments are placement tests, diagnostic tests, and guided interviews. Data collection uses a triangulation method that aims to examine legitimate data. The results showed that 1) subjects with high skills always present visual representations and mathematical expressions, 2) subjects with intermediate skills present visual representations and mathematical expressions, and verbal but less representative representations, 3) subjects with low skills don’t present visual representations and mathematical expressions and verbal representations of problem-solving steps; and 4) there are several factors that influence the ability of mathematical representation to solve geometric problems, among others, subjects are less able to present problems in geometric patterns, because the subject does not understand the problem.","PeriodicalId":210114,"journal":{"name":"Jurnal Review Pembelajaran Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134244479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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