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Analisis kesalahan Siswa SMP dalam Memecahkan Masalah Kontekstual pada Materi Perbandingan Ditinjau Dari Gaya Kognitif 分析中学生在解决与认知风格相关的语境问题上的错误
Pub Date : 2023-08-05 DOI: 10.26740/mathedunesa.v12n2.p652-662
Mufidatin Anjelina, Ismail Ismail
The aim of this research is describe errors conducted by students of junior high schools with cognitive styles type field-dependent and field-independent in solving contextual problems in proportion and its causal factors. This research is a descriptive qualitative research. The research subjects for this research were 2 students with the most errors from each type of cognitive styles. The two subjects are of the same gender. Data was collected by interview techniques and test. This research used 3 kinds of instruments, those were interview guidelines, the GEFT test, and diagnostic tests. Data of this research is processed using Miles and Huberman technique which includes 3 steps. The results of this research shows the errors made by subject FD and FI cognitive style, and also the factors that cause the errors. Subject with FD cognitive style made errors such as, errors in understanding the problem, erros in devising a plan, erros in carrying out the plan, and looking back errors. The errors made by students with FI cognitive style included carrying out plans, and checking again. Factors that cause subject that has FD cognitive style made errors tend to be caused by difficulties in understanding problems, lack of the understanding of the mathematical concepts, and also lack of calculating skills. Factors that cause subject that has FI cognitive style made errors tend to result from a lack of thoroughness in students when solving problems.
本研究的目的是描述认知风格类型为场依赖型和场独立型的初中生在解决情境问题时所犯的比例错误及其成因。本研究为描述性质的研究。本研究的研究对象是两名在每种认知风格中错误最多的学生。这两个实验对象的性别相同。采用访谈法和测试法收集数据。本研究使用了访谈指南、GEFT测试和诊断测试三种工具。本研究的数据使用Miles和Huberman技术进行处理,其中包括3个步骤。本研究的结果显示了被试FD和FI的认知风格所产生的错误,以及导致这些错误的因素。具有FD认知风格的被试犯的错误主要有:理解问题的错误、制定计划的错误、执行计划的错误、回顾错误。FI型认知风格的学生犯的错误包括执行计划、再检查。导致具有FD认知风格的主体出现错误的因素往往是理解问题的困难,对数学概念的理解不足,以及计算能力的缺乏。导致具有FI认知风格的主体出现错误的因素往往是学生在解决问题时缺乏彻底性。
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引用次数: 0
Penalaran Siswa SMA dalam Pembuktian Matematika pada Materi Trigonometri Ditinjau dari Kemampuan Matematika 高中生在三角材料中证明数学的推理是由数学能力所决定的
Pub Date : 2023-08-04 DOI: 10.26740/mathedunesa.v12n2.p663-683
Binti Nur Hidayah, Dini Kinati Fardah
Reasoning in mathematical proof is a thinking process to draw conclusions based on logical ideas by rebuilding previous knowledge and connecting it with current knowledge in order to demonstrate the truth of a mathematical statement supported by logical arguments. To be able to know students' reasoning in mathematical proving is associated with problem solving because problem solving and reasoning have a close relationship. Differences in students' mathematical abilities allow for differences related to reasoning in mathematical proof. The purpose of this study is to describe the reasoning of high school students with high, medium and low mathematical abilities in proving mathematics on trigonometry material. This study used a qualitative approach with a descriptive research type. The research subjects consisted of 3 students from class X, namely students with high, medium and low mathematical abilities. The research data were obtained from the results of mathematical ability tests, mathematical proving tests, and interviews. Mathematical ability tests were used for the selection of research subjects, mathematical proof tests were used to find out how students reasoned in proving mathematics on trigonometry material and interviews were conducted to find out more clearly about the explanation of the reasoning process written by the subjects on the mathematical proof test. The results showed that the three students understood the problem by identifying information that was known and that was not known to students with high mathematical ability and logical reasons, but students with moderate and low mathematical ability, there were statements that were not accompanied by logical reasons. In planning the completion, students with high mathematical ability are accompanied by logical reasons but students with moderate and low mathematical ability have statements that are not accompanied by logical reasons. In carrying out the completion plan students with high mathematical ability can solve problems according to plan accompanied by logical reasons, for students with moderate mathematical ability can solve problems according to plan, even though there are statements that are not accompanied by logical reasons, but students with low mathematical ability they cannot solve problems and did not succeed in carrying out according to the plan because they were confused about proceeding with problem solving. In re-examining the process and results, students with high ability get conclusions from their completion and examine the process from the start, starting from reading the problem, planning, implementing plans and conclusions with logical reasons, for students with moderate mathematical ability getting conclusions from their completion and checking their calculations with logical reasons. However, students with low mathematical ability did not get a conclusion from the solution because they could not solve the problem and did not re-examine the
数学证明中的推理是一种思维过程,通过重建先前的知识,并将其与当前的知识联系起来,从而在逻辑观念的基础上得出结论,从而证明在逻辑论证的支持下一个数学命题的真实性。能够了解学生在数学证明中的推理能力与解决问题是相关联的,因为解决问题与推理有着密切的关系。学生数学能力的差异导致了数学证明中推理能力的差异。本研究的目的是描述高、中、低数学能力的高中生在三角学材料上证明数学的推理能力。 本研究采用定性方法与描述性研究类型。研究对象为X班3名学生,分别是高、中、低数学能力的学生。研究数据来源于数学能力测试、数学证明测试和访谈结果。采用数学能力测试来选择研究对象,采用数学证明测试来了解学生在三角材料上证明数学时的推理情况,并通过访谈来更清楚地了解受试者在数学证明测试中对推理过程的解释。 结果表明,三名学生通过识别高数学能力和逻辑推理的学生已知和不知道的信息来理解问题,而中等和低数学能力的学生则存在不伴随逻辑推理的陈述。在规划完成时,数学能力高的学生有逻辑推理,而数学能力中低的学生有不带逻辑推理的陈述。在执行完成计划时,数学能力高的学生可以按照计划解决问题并伴有逻辑原因,数学能力中等的学生即使有不伴有逻辑原因的陈述也可以按照计划解决问题。但是数学能力较低的学生,由于对解决问题的进行感到困惑,他们无法解决问题,也没有按照计划成功地执行。在对过程和结果的再检验中,能力高的学生从完成中得出结论,从从头开始检验过程,从阅读问题开始,计划、实施计划、结论,逻辑推理;数学能力中等的学生从完成中得出结论,逻辑推理检查计算结果。然而,数学能力较低的学生没有从解中得出结论,因为他们无法解决问题,也没有重新审视这个过程。
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引用次数: 0
Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient 基于情商的初中生解题思维过程
Pub Date : 2023-08-03 DOI: 10.26740/mathedunesa.v12n2.p635-651
Rafika Kamila Sari, Endah Budi Rahaju
Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.
思维过程是发生在人的精神和头脑中的一系列认知过程,包括记忆、思考、论证和决策的阶段。学生解决数学问题的思维过程差异会受到情商的影响。本研究采用三个阶段的思维过程,包括(1)形成理解,(2)形成意见,(3)形成结论。本研究旨在探讨高、低情商初中生在解决空间平面问题时的思维过程。本研究为定性描述性研究。使用的工具是情商问卷、数学能力测试、问题解决测试和访谈指南。本研究以初八班学生为研究对象,研究对象为1名高情商学生和1名低情商学生。本研究结果表明,在理解问题的阶段,高情商学生和低情商学生都可以重新解释给定问题的内容,确定问题中已知的和问的内容,并选择使用的信息和不使用的信息来解决问题。在制定问题解决方案阶段,高情商学生和低情商学生都能确定与问题相关的概念。情商高的学生可以确定一种以上的解题方法并选择解决问题的方法,而情商低的学生只知道一种解题方法。在执行方案阶段,情商高的学生可以根据之前制定的解决方案执行步骤,从而得到最终的答案,而情商低的学生由于不确定所选择的步骤,无法将步骤执行到底。在重新检查答案的阶段,情商高的学生可以确定结果的最终结论,而情商低的学生无法确定最终结论,因为她无法解决问题。
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引用次数: 0
Tren Penelitian Pendidikan Matematika di Jurnal Mosharafa: Jurnal Pendidikan Matematika Tahun 2021-2022 Mosharafa杂志的数学教育趋势:数学教育期刊,2021-2022年
Pub Date : 2023-07-31 DOI: 10.26740/mathedunesa.v12n2.p624-634
Ice Dwi Novelza, Nia Monika Sari, Aan Putra
The publication of the results of mathematics education research has increased and developed from time to time, especially in accredited national journals. This study aims to provide an overview of research trends in mathematics education published in Mosharafa : Jurnal Pendidikan Matematika which accredited on grade Sinta 2 and to identify opportunities for future mathematics education research. This research is a scoping literature review using the five-stage framework of Arksey & O'Malley. A review was conducted of 90 articles in the field of mathematics education published in Mosharafa : Jurnal Pendidikan Matematika in 2021-2022 period. Based on the results and discussion, it shows that the trend of mathematics education journals (2021-2022) in Mosharafa : Jurnal Pendidikan Matematika is the dominant research topic used, namely regarding the ability to think mathematically, while research topics that are minimally used include book analysis. The dominant research subjects used were junior high school students, while the minimum was the general public. The dominant research methods used are qualitative research and quantitative research. While the recommendations that the dominant researcher suggests are regarding further researchers being able to apply, develop and examine more deeply the research that has been carried out and the next researcher should apply new and interesting variations to the research that will be carried out.
& # x0D;& # x0D;& # x0D;& # x0D;数学教育研究成果的发表不断增加和发展,特别是在国家认可的期刊上。本研究旨在概述发表在Mosharafa: journal Pendidikan Matematika (Sinta 2年级)上的数学教育研究趋势,并确定未来数学教育研究的机会。本研究采用Arksey &奥马利。对Mosharafa: journal Pendidikan Matematika在2021-2022年期间发表的90篇数学教育领域的文章进行了回顾。基于结果和讨论,结果表明,Mosharafa数学教育期刊(2021-2022)的趋势是:journal Pendidikan Matematika是使用的主导研究主题,即关于数学思维能力的研究主题,而使用最少的研究主题包括书籍分析。以初中生为主要研究对象,以普通大众为最少研究对象。主要的研究方法是定性研究和定量研究。虽然主导研究人员提出的建议是关于进一步的研究人员能够应用、发展和更深入地检查已经进行的研究,但下一个研究人员应该在即将进行的研究中应用新的和有趣的变化。 & # x0D;& # x0D;& # x0D;& # x0D;
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 The publication of the results of mathematics education research has increased and developed from time to time, especially in accredited national journals. This study aims to provide an overview of research trends in mathematics education published in Mosharafa : Jurnal Pendidikan Matematika which accredited on grade Sinta 2 and to identify opportunities for future mathematics education research. This research is a scoping literature review using the five-stage framework of Arksey & O'Malley. A review was conducted of 90 articles in the field of mathematics education published in Mosharafa : Jurnal Pendidikan Matematika in 2021-2022 period. Based on the results and discussion, it shows that the trend of mathematics education journals (2021-2022) in Mosharafa : Jurnal Pendidikan Matematika is the dominant research topic used, namely regarding the ability to think mathematically, while research topics that are minimally used include book analysis. The dominant research subjects used were junior high school students, while the minimum was the general public. The dominant research methods used are qualitative research and quantitative research. While the recommendations that the dominant researcher suggests are regarding further researchers being able to apply, develop and examine more deeply the research that has been carried out and the next researcher should apply new and interesting variations to the research that will be carried out.
 
 
 
 
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引用次数: 0
A Creative Thinking Process of Junior High School Students in Solving Story Problems Viewed from Field Dependent – Field Independent Cognitive Style 从场依赖-场独立认知风格看初中生解决故事问题的创造性思维过程
Pub Date : 2023-07-30 DOI: 10.26740/mathedunesa.v12n2.p611-623
Halliem Pangesti Ningrum, Endah Budi Rahaju
Giving math subjects is very important in life. This is in line with content standards in Permendiknas No. 22 of 2006 that mathematics subjects need to be given to train and teach thinking skills, one of which is creative thinking. The purpose of this study was to describe the creative thinking processes of junior high school students with field dependent and field independent cognitive styles in solving problems on the material surface area of geometric figures. The subjects in this study were one student each with field dependent and field independent cognitive styles who had high and equal mathematical abilities and were male. The research instruments used were GEFT sheets to classify cognitive styles, Mathematical Ability Test (MAT) sheets to classify students' mathematical abilities, Problem Solving Task sheets (PST) and interview guidelines to find out in detail the students' creative thinking processes. Based on the results of the research conducted, the creative thinking process of students with field dependent cognitive style at the preparatory stage read the questions twice to understand the questions, at the incubation stage field dependent students needed 15 minutes to get out of this stage. At the illumination stage, field dependent students were not fluent in solving problems and only had one solution idea. At the verification stage, field dependent students are unsure of their answers and have no other solution ideas. The thinking process of students with field independent cognitive styles in the preparation stage of field independent students read the questions twice to understand the questions. At the incubation stage, independent field students managed to get out of this stage and found ideas to solve questions for 5-10 minutes. In the illumination stage, field independent students smoothly solve problems and have several ideas for solving them. At the verification stage, field independent students are very confident with their answers and have other solutions.
数学课程在生活中是非常重要的。这符合2006年Permendiknas第22号的内容标准,即数学科目需要训练和教授思维技能,其中之一是创造性思维。本研究旨在探讨场依赖型和场独立型认知风格初中生在解决几何图形材料表面积问题时的创造性思维过程。本研究的研究对象为一名具有领域依赖型和领域独立型认知风格的男性学生,他们具有较高的数学能力和同等的数学能力。研究工具包括对认知风格进行分类的GEFT、对学生数学能力进行分类的数学能力测试(MAT)、对学生创造性思维过程进行详细调查的问题解决任务表(PST)和访谈指南。根据所进行的研究结果,具有场依赖型认知风格的学生在准备阶段的创造性思维过程中通过两次阅读来理解问题,在孵化阶段场依赖型学生需要15分钟才能走出这个阶段。在照明阶段,场依赖学生解题不流畅,解题思路单一。在验证阶段,领域依赖学生对自己的答案不确定,也没有其他的解决方案。场独立认知风格学生在准备阶段的思维过程场独立学生阅读问题两遍来理解问题。在孵化阶段,独立领域的学生设法走出这个阶段,在5-10分钟内找到解决问题的想法。在启发阶段,实地独立学生能够顺利地解决问题,并有一些解决问题的思路。在验证阶段,实地自主学生对自己的答案非常自信,并有其他解决方案。
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引用次数: 0
Representasi Matematis Siswa dalam Menyelesaikan Masalah Teorema Pythagoras berdasarkan Tahapan Polya Ditinjau dari Perbedaan Gender 毕达哥拉斯定理的数学表现基于性别差异的分级
Pub Date : 2023-07-30 DOI: 10.26740/mathedunesa.v12n2.p588-610
Dinda Putri Lestari, Evangelista Lus Windyana Palupi
Mathematical representations is the real product or result that represent mathematical ideas in various forms, such as diagrams, graphs and other concrete forms to help finding solutions to problems. Mathematical representation in problem solving is the main thing since, the use of right mathematical representation can help in solving the problem correctly. The purpose of this research is to describe the mathematical representation of masculine male students and feminine female students in solving Pythagorean Theorem problems based on Polya's stages. The research method used is descriptive qualitative. The research subjects were 3 masculine male students and 3 feminine female students at Junior High School 2 Gresik. Data is collected using BSRI questionnaire, mathematical ability test, problem solving test, and interviews. The results of problem solving test were showed that at the stage of understanding the problem, masculine male students presented known information using visual and symbolic representations while feminine female students used verbal and symbolic representations. To present what is being asked, masculine male students and feminine female students using verbal representations. At the planning stage, masculine male students and feminine female students explained solving strategies using verbal representations. At the stage of carrying out the plan, masculine male students and feminine female students solving the problems using visual, symbolic, and verbal representations, and presenting the results of the solution using verbal representations. At the re-examining stage, masculine male students and feminine female students using verbal representations to conclude the completion results and checking the completion results using symbolic representations.
数学表示是将数学思想以各种形式表现出来的真实产品或结果,如图表、图形和其他具体形式,以帮助找到问题的解决方案。数学表示法在解决问题中是最重要的,因为使用正确的数学表示法可以帮助正确解决问题。本研究的目的是描述男性化的男学生和女性化的女学生在基于Polya阶段解毕达哥拉斯定理问题时的数学表征。使用的研究方法是描述性定性的。研究对象为格列西克初中部3名男性化男学生和3名女性化女学生。数据收集采用BSRI问卷、数学能力测试、问题解决测试和访谈。问题解决测试结果显示,在理解问题阶段,男性化的男学生使用视觉表征和符号表征来呈现已知信息,而女性化的女学生则使用言语表征和符号表征。为了呈现被问到的问题,男性化的男学生和女性化的女学生使用了口头表达。在计划阶段,男性化的男学生和女性化的女学生使用言语表征解释解决策略。在方案执行阶段,男性化的男学生和女性化的女学生分别使用视觉表征、符号表征和语言表征来解决问题,并使用语言表征来呈现解决的结果。在重新审视阶段,男性化的男学生和女性化的女学生使用言语表征来总结完成结果,并使用符号表征来检查完成结果。
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引用次数: 0
The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired 利用类比法构建三变量线性方程组求解程序的过程:个人与配对
Pub Date : 2023-07-25 DOI: 10.26740/mathedunesa.v12n2.p534-556
Kurrotul Hasanah, A. H. Rosyidi
The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.
知识建构过程可以为学生提供有意义的学习体验。这是因为学生通过将一种知识与另一种知识联系起来,自己构建新知识。本定性研究的目的是通过类比来描述新程序的构建过程。研究对象包括 X 年级的三名高中学生(一名学生单独参加考试,两名学生结对参加考试)。数据分析基于 APOS 理论的阶段(行动、过程、对象和模式)。在行动阶段,个人和结对学生都根据已知事物类比确定已知事物,并询问有关三变量线性方程组(SLE)的问题,并询问有关二变量线性方程组(SLE)的问题。他们正确地确定了三变量线性方程组的解集。他们还正确检查了三变量 SLE 解集的正确性。在过程阶段,他们清楚地概述了定义三变量 SLE 解集的步骤。在对象阶段,个别学生无法解释三变量 SLE 的其他解法,而配对学生则解释了三变量 SLE 的其他四种解法,即消元法、代入法、作图法和矩阵法。在图式阶段,单个学生不能归纳出一些解三变量 SLE 的方法,而配对学生则能归纳出一些解三变量 SLE 的方法。他们还总结出了求解三变量 SLE 的最有效方法,即组合法。个别学生还解释了有一种三变量 SLE 是无解的,而配对学生却无法解释。尽管在过程中出现了错误,但他们能够很好地构建新的程序。在新知识建构过程中,学生的已有知识决定了其建构过程的质量。
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引用次数: 0
Profil Kemampuan Berpikir Abstrak Siswa SMP dalam Memecahkan Masalah Matematika Ditinjau dari Adversity Quotient 从逆境商数看初中生解决数学问题的抽象思维能力概况
Pub Date : 2023-07-25 DOI: 10.26740/mathedunesa.v12n2.p569-587
Dinda Putri Rubiyanti, Pradnyo Wijayanti
Abstract thinking ability is a person’s ability of someone to represent problems in the form of mathematical models and relate them to concepts to find solutions to existing problems. The succes of students in solving problems also depends on intelligence of students in dealing with difficulties or Adversity Quotient (AQ). There are 3 types of AQ namely climber, camper, and quitter. The purpose of this research was to describe the profile of abstract thinking ability in grade VIII junior high school in solving problems in terms of AQ. The type of this research is qualitative descriptive research. The data sourch for this research were 3 students of class VIII-A at SMPN 54 Surabaya with different types of AQ and high mathematical abilities. The instruments used were Adversity Response Profile (ARP) test, abstract thinking ability test, and interview. The result showed that the profile of the climber student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization. The camper student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction, internalization, interiorization, and second level of interiorization although there are some drawbacks. The quitter student’s abstract thinking abilities in solving mathematical problem had reached the level of perceptual abstraction only.
抽象思维能力是指一个人将问题以数学模型的形式表现出来,并将其与概念联系起来,从而找到解决现有问题的方法的能力。学生解决问题的成功与否还取决于学生应对困难的智力或逆境商数(AQ)。逆境商有三种类型,即攀登者、露营者和放弃者。本研究旨在从 AQ 的角度描述初中八年级学生在解决问题时的抽象思维能力。本研究属于定性描述研究。本研究的数据来源是泗水 SMPN 54 中八年级 A 班的 3 名学生,他们具有不同类型的 AQ 和较高的数学能力。使用的工具包括逆境反应档案(ARP)测试、抽象思维能力测试和访谈。结果显示,攀登者学生在解决数学问题时的抽象思维能力达到了感知抽象、内化、内部化和第二内部化水平。营员学生解决数学问题的抽象思维能力达到了感知抽象、内化、内部化和第二级内部化的水平,但也存在一些不足。退学者解决数学问题的抽象思维能力只达到了感知抽象的水平。
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引用次数: 0
Efektivitas Model Pembelajaran SSCS (Search, Solve, Create, and Share) dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis SSCS(搜索、求解、创建和分享)学习模式在提高数学解题能力方面的效果
Pub Date : 2023-07-25 DOI: 10.26740/mathedunesa.v12n2.p557-568
A. Anshori, Masriyah Masriyah
The ability to solve mathematical problems is an important ability that must be possessed by students, one of its functions is to be able to find solutions to mathematical problems. The purpose of this study was to examine the effectiveness of the SSCS learning model in improving students' mathematical problem solving skills. This research is a descriptive research with a mixed methods approach. The subjects in this study were students of class X SMAN 1 Ngadiluwih. The instruments used were observation sheet of teacher's ability to manage SSCS learning, student activity observation sheet, pretest-posttest sheet, and student response questionnaire sheet. Based on the analysis, it was obtained that the teacher's ability to manage SSCS learning was included in the good category, student activities that met the criteria for learning effectiveness were only 3 out of 7 activities, the n-gain score obtained was 0.33, and learner responses were positive. Based on the analysis of research data, obtained: 1) The teacher's ability to manage SSCS learning is included in the effective criteria. 2) Learners' activities are included in the ineffective criteria. 3) Problem solving ability of students shows an increase. 4) Learners gave a positive response to the application of the SSCS learning model. From the description above, it can be concluded that the SSCS learning model in improving mathematical problem solving skills is not effective if applied to distance material in space in class X3 SMAN 1 Ngadiluwih.
解决数学问题的能力是学生必须具备的一项重要能力,其功能之一是能够找到数学问题的解决方案。 本研究旨在探讨 SSCS 学习模式在提高学生数学解题能力方面的有效性。本研究是一项描述性研究,采用混合方法。研究对象是 Ngadiluwih 小学高一(X)班的学生。使用的工具包括教师管理 SSCS 学习能力观察表、学生活动观察表、前测-后测表和学生回答问卷表。分析结果显示,教师管理 SSCS 学习的能力属于良好范畴,学生活动在 7 项活动中只有 3 项符合学习效果标准,n-gain 得分为 0.33,学生的反应是积极的。 根据对研究数据的分析,得出了以下结论:1) 教师管理 SSCS 学习的能力被纳入有效标准。2) 学习者的活动被列入无效标准。3) 学生解决问题的能力有所提高。4) 学习者对 SSCS 学习模式的应用给予了积极评价。根据上述描述,可以得出结论:如果将 SSCS 学习模式应用于 X3 SMAN 1 Ngadiluwih 班的空间远距离教材,则该模式在提高数学解题能力方面效果不佳。
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引用次数: 0
Numeracy of Eighth Grade Students in Solving AKM-Like Problems Based on Mathematical Ability 基于数学能力的八年级学生解决类似 AKM 问题的计算能力
Pub Date : 2023-07-20 DOI: 10.26740/mathedunesa.v12n2.p522-533
Zenithe Wahyudistya, Rooselyna Ekawati, Dayat Hidayat
Abstract: Numeracy is the ability to locate, use, interpret, evaluate, and communicate mathematical information and ideas in the real context. This research purpose to describe the numeracy of eighth grade students in solving AKM-like problems in equations and inequalities subdomain based on high, moderate, and low mathematical abilities. The research subjects were eighth grade students consisting of one student with high mathematical ability, one student with moderate mathematical ability, and one student with low mathematical ability. The research method used in this research is qualitative descriptive research. Data were obtained by numeracy test. Students with high mathematical abilities present the information obtained in the form of equations and inequalities, use mathematical rules and procedures on equations and inequalities, interpret the results in the context of the problem, evaluate the results of problem solving through supposed, and communicate the results of their interpretation to others both orally and writing appropriately. Students with moderate mathematical abilities present the information obtained in the form and use procedures and rules of equations and inequalities in solving problems appropriately. However, students with moderate mathematical abilities interprets the results inaccurately so that in communicating the results of the interpretation is also inaccurate and evaluate the results only by correcting or recalculating. Students with low mathematical abilities do not present information in the form of equations and inequalities, nor do they use procedures and rules of equations and inequalities in solving problems. The interpretation of students with low mathematical abilities is also incorrect so that communicating the results of interpretations is not correct. In addition, students with low mathematical abilities do not evaluate the results of problem solving, either through supposed or correcting and recalculating.
摘要:运算能力是指在实际情境中查找、使用、解释、评价和交流数学信息和思想的能力。本研究旨在描述八年级学生根据高、中、低数学能力解决方程和不等式子域中类似 AKM 问题的计算能力。研究对象为八年级学生,包括一名数学能力较高的学生、一名数学能力中等的学生和一名数学能力较低的学生。本研究采用的研究方法是定性描述研究。数据通过计算能力测试获得。数学能力高的学生以方程和不等式的形式呈现所获得的信息,在方程和不等式中使用数学规则和程序,在问题的背景下解释结果,通过假定来评估解决问题的结果,并以适当的口头和书面形式与他人交流解释结果。数学能力中等的学生在解决问题时能恰当地以方程和不等式的形式呈现所获得的信 息,并使用方程和不等式的程序和规则。然而,中等数学能力的学生对结果的解释并不准确,因此在交流时解释的结果也不 准确,只能通过更正或重新计算来评价结果。数学能力较低的学生不会以方程和不等式的形式呈现信息,也不会使用方程和不等式 的程序和规则来解决问题。数学能力低的学生的解释也不正确,因此解释结果的交流也不正确。此外,数学能力差的学生不会通过假定或纠正和重新计算来评价解题结果。
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