Pub Date : 2023-07-17DOI: 10.26740/mathedunesa.v12n2.p506-521
Erni Agustina Sari, S. Susanah
This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.
{"title":"Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika","authors":"Erni Agustina Sari, S. Susanah","doi":"10.26740/mathedunesa.v12n2.p506-521","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p506-521","url":null,"abstract":"This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358477","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 : 2023-07-12DOI: 10.26740/mathedunesa.v12n2.p469-486
Yaffi Tiara Trymelynda, Rooselyna Ekawati
Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim. Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.
{"title":"Students’ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities","authors":"Yaffi Tiara Trymelynda, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p469-486","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p469-486","url":null,"abstract":"Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim. Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360170","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 : 2023-07-11DOI: 10.26740/mathedunesa.v12n2.p450-468
Mohamad Haris Khunaifi, Susanah Susanah
The purpose of this research is to describe the combinatorial thinking of high school students in solving combinatoric problems based on mathematical ability. Combinatorial thinking is a basic thinking ability that must be continuously developed towards critical thinking abilities and skills, so as to build one's knowledge or arguments and experiences. This research is a descriptive study using a qualitative approach. The research subjects consisted of three 16-year-old students who had studied probability material for class X and had high, medium, and low mathematical abilities. The data in this study were obtained through combinatoric problem assignments and task-based interviews. The data obtained will be analyzed by reducing data, presenting data, and drawing conclusions. The results of the study show that: (a) high-ability students' combinatorial thinking starts from Formulas/Expressions → Counting Processes → Sets of Outcomes → Expressions → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and using two types of verification strategies. (b) medium-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Formulas → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and uses one type of verification strategy. (c) low-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Counting Processes → Sets of Outcomes in which some indicators of the level of combinatorial thinking are met and do not use verification strategies.
{"title":"High School Students' Combinatorial Thinking in Solving Combinatoric Problems Based on Mathematical Ability","authors":"Mohamad Haris Khunaifi, Susanah Susanah","doi":"10.26740/mathedunesa.v12n2.p450-468","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p450-468","url":null,"abstract":"The purpose of this research is to describe the combinatorial thinking of high school students in solving combinatoric problems based on mathematical ability. Combinatorial thinking is a basic thinking ability that must be continuously developed towards critical thinking abilities and skills, so as to build one's knowledge or arguments and experiences. This research is a descriptive study using a qualitative approach. The research subjects consisted of three 16-year-old students who had studied probability material for class X and had high, medium, and low mathematical abilities. The data in this study were obtained through combinatoric problem assignments and task-based interviews. The data obtained will be analyzed by reducing data, presenting data, and drawing conclusions. The results of the study show that: (a) high-ability students' combinatorial thinking starts from Formulas/Expressions → Counting Processes → Sets of Outcomes → Expressions → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and using two types of verification strategies. (b) medium-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Formulas → Counting Processes → Sets of Outcomes → Counting Processes → Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and uses one type of verification strategy. (c) low-ability students' combinatorial thinking starts from Expressions → Sets of Outcomes → Counting Processes → Sets of Outcomes in which some indicators of the level of combinatorial thinking are met and do not use verification strategies.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360589","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 : 2023-07-09DOI: 10.26740/mathedunesa.v12n2.p388-399
M. Aldi, I. Ismail
Future challenges that are increasingly complex require the competence of graduates who are not only skilled, but also creative. The process of creative thinking has four stages, namely synthesizing ideas, building ideas, planning the implementation of ideas, and implementing ideas. Open-ended math problems are a medium that teachers can use to find out students' creative thinking processes. The purpose of this research is to describe the process of creative thinking of junior high school students in solving open-ended math problems in terms of mathematical abilities. This research is a qualitative descriptive study conducted in 7th grade of SMP Muhammadiyah 2 Taman. The research subject was one student from each category of high, medium and low mathematical ability. Data collection methods used are test and interview methods. The results obtained were that at the stage of synthesizing ideas, subjects with high, medium, and low mathematical abilities did so based on experience in class with known formulas. At the stage of building ideas, subjects with high mathematical abilities considered convenience, subjects with mathematical abilities considered other ways, and subjects with low mathematical abilities considered logic. At the stage of planning the implementation of the idea of a high ability subject and is doing it smoothly and productively, the low math ability subject is doing it inefficiently. As well as at the stage of applying the idea, the subject of high mathematical ability fulfilled the creative thinking aspects of fluency, flexibility, and novelty, the subject of medium mathematical ability fulfilled the aspect of flexibility, and novelty, the subject of low mathematical ability only fulfilled the aspect of flexibility.
未来的挑战日益复杂，要求毕业生不仅要有技能，还要有创造性。创造性思维的过程有四个阶段，即综合想法、建立想法、计划实施想法和实施想法。开放式数学问题是教师了解学生创造性思维过程的一种媒介。本研究旨在从数学能力的角度描述初中生解决开放式数学问题的创造性思维过程。本研究是一项定性描述性研究，在 SMP Muhammadiyah 2 Taman 学校七年级进行。研究对象为数学能力高、中、低各一名学生。采用的数据收集方法是测试法和访谈法。研究结果表明，在综合想法阶段，数学能力高、中、低的受试者都是根据课堂上已知公式的经验来综合想法的。在建立想法阶段，数学能力高的受试者考虑的是方便性，数学能力中的受试者考虑的是其他方法，而数学能力低的受试者考虑的是逻辑性。在计划实施阶段，数学能力强的学生能够顺利、有效地实施自己的想法，而数学能力弱的学生则效率低下。在应用想法的阶段，数学能力强的受试者实现了创造性思维的流畅性、灵活性和新颖性，数学能力中等的受试者实现了灵活性和新颖性，数学能力差的受试者只实现了灵活性。
{"title":"Proses Berpikir Kreatif Siswa SMP dalam Menyelesaikan Masalah Matematika Open-Ended Ditinjau dari Kemampuan Matematika","authors":"M. Aldi, I. Ismail","doi":"10.26740/mathedunesa.v12n2.p388-399","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p388-399","url":null,"abstract":"Future challenges that are increasingly complex require the competence of graduates who are not only skilled, but also creative. The process of creative thinking has four stages, namely synthesizing ideas, building ideas, planning the implementation of ideas, and implementing ideas. Open-ended math problems are a medium that teachers can use to find out students' creative thinking processes. The purpose of this research is to describe the process of creative thinking of junior high school students in solving open-ended math problems in terms of mathematical abilities. This research is a qualitative descriptive study conducted in 7th grade of SMP Muhammadiyah 2 Taman. The research subject was one student from each category of high, medium and low mathematical ability. Data collection methods used are test and interview methods. The results obtained were that at the stage of synthesizing ideas, subjects with high, medium, and low mathematical abilities did so based on experience in class with known formulas. At the stage of building ideas, subjects with high mathematical abilities considered convenience, subjects with mathematical abilities considered other ways, and subjects with low mathematical abilities considered logic. At the stage of planning the implementation of the idea of a high ability subject and is doing it smoothly and productively, the low math ability subject is doing it inefficiently. As well as at the stage of applying the idea, the subject of high mathematical ability fulfilled the creative thinking aspects of fluency, flexibility, and novelty, the subject of medium mathematical ability fulfilled the aspect of flexibility, and novelty, the subject of low mathematical ability only fulfilled the aspect of flexibility.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361295","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 : 2023-07-09DOI: 10.26740/mathedunesa.v12n2.p400-413
Rania Izzah, Rooselyna Ekawati
Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.
{"title":"Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems","authors":"Rania Izzah, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p400-413","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p400-413","url":null,"abstract":"Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361279","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 : 2023-07-09DOI: 10.26740/mathedunesa.v12n2.p434-449
Nanda Sasvira Wulandari, Rooselyna Ekawati
Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.
{"title":"Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert","authors":"Nanda Sasvira Wulandari, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p434-449","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p434-449","url":null,"abstract":"Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361191","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 : 2023-07-09DOI: 10.26740/mathedunesa.v12n2.p414-433
Grisa Fima Nurandika, Rooselyna Ekawati
Higher-order thinking skills (HOTS) are vital skills that must be possessed. HOTS is a cognitive process that includes the levels of analyze (C4), evaluate (C5), and create (C6). The government's effort to improve HOTS is by promoting AKM. One of the factors that affect thinking skills is cognitive style. In mathematics, abstract ideas are often represented in the form of visual and verbal symbols. A Cognitive style that is associated with differences in visual and verbal reception of information is known as the visualizer-verbalizer cognitive style. This study is descriptive-qualitative research that aims to describe the profile of higher-order thinking skills of JHS students in solving AKM problems algebra content in terms of visualizer and verbalizer's cognitive style. The subjects of this study consisted of 2 students of grade IX with each visualizer and verbalizer student who had equal mathematical ability and the same gender. Research data collection techniques with AGK, AKM question tests, and interviews. Results of this study show that HOTS of visualizer at the analyze stage (C4) can identify any information that connected to solve the problem by first imagining the picture of the problem. At the evaluate stage (C5), carry out the process of checking and critiquing to make decisions. And at the create stage (C6), can make a hypothesis based on the result imagined in mind, then make a plan and implement it to obtain results. While verbalizer at the analyze stage (C4) can identify the information presented in the text that connected to solve the problem but less accurate in reading graphs. At the evaluate stage (C5), doesn't check the examination process but immediately makes a decision. And at the create stage (C6), can make a hypothesis based on their thinking then make a plan and implement it to obtain results that match with criteria.
{"title":"Profil Keterampilan Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal AKM Konten Aljabar Ditinjau dari Gaya Kognitif","authors":"Grisa Fima Nurandika, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n2.p414-433","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p414-433","url":null,"abstract":"Higher-order thinking skills (HOTS) are vital skills that must be possessed. HOTS is a cognitive process that includes the levels of analyze (C4), evaluate (C5), and create (C6). The government's effort to improve HOTS is by promoting AKM. One of the factors that affect thinking skills is cognitive style. In mathematics, abstract ideas are often represented in the form of visual and verbal symbols. A Cognitive style that is associated with differences in visual and verbal reception of information is known as the visualizer-verbalizer cognitive style. This study is descriptive-qualitative research that aims to describe the profile of higher-order thinking skills of JHS students in solving AKM problems algebra content in terms of visualizer and verbalizer's cognitive style. The subjects of this study consisted of 2 students of grade IX with each visualizer and verbalizer student who had equal mathematical ability and the same gender. Research data collection techniques with AGK, AKM question tests, and interviews. Results of this study show that HOTS of visualizer at the analyze stage (C4) can identify any information that connected to solve the problem by first imagining the picture of the problem. At the evaluate stage (C5), carry out the process of checking and critiquing to make decisions. And at the create stage (C6), can make a hypothesis based on the result imagined in mind, then make a plan and implement it to obtain results. While verbalizer at the analyze stage (C4) can identify the information presented in the text that connected to solve the problem but less accurate in reading graphs. At the evaluate stage (C5), doesn't check the examination process but immediately makes a decision. And at the create stage (C6), can make a hypothesis based on their thinking then make a plan and implement it to obtain results that match with criteria.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361217","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 : 2023-07-08DOI: 10.26740/mathedunesa.v12n1.p335-358
Moch. Alfian Nur Fadhila, Ika Kurniasari
Mathematical problem solving is student process in solving mathematical problems based on the steps of understanding the problem, devising a plan, carrying out the plan and looking back. The problems can be in the form of contextual open-ended problems. Students’s mathematical problem solving can vary based on the level of student’s self-efficacy. The aim of this research is to describe the contextual open-ended mathematical problem solving in junior high school students with high self-efficacy and low self-efficacy. The type of this research uses descriptive qualitative which was carried out in one of junior high school in Surabaya city, year 2022/2023. Data collection techniques consist of questionnaires, tests and interviews. The chosen subject is one of high self-efficacy student and low self-efficacy student with equivalent mathematical abilities. Data analysis techniques consist of data condensation, data display and verifying based on Polya problem solving steps. The results show at the understanding the problem step, high self-efficacy students are better at determining the known and unknown than low self-efficacy students. Even so, both restate the problem in detail and explain the conditions of data adequacy clearly. At the devising a plan step, high self-efficacy student has initial experience, whereas low self-efficacy student hasn’t. High self-efficacy student devising and explains more plans than low self-efficacy student. At the step of carrying out the plan, both carry out and explain the steps according to the plan. However, high self-efficacy student use more strategies than low self-efficacy student. At the looking back step, high self-efficacy student crosscheck her solutions, stating her conclusions and mention examples of other problems that can be solved in a similar way. Meanwhile, low self-efficacy student just write and explain conclusions inappropriately.
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Pub Date : 2023-07-08DOI: 10.26740/mathedunesa.v12n2.p359-371
Aini Ayuning Tias, I. Ismail
In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.
几乎在每一节数学课上，学生在阅读和理解问题时都会经常出现错误。基于这些问题，教师需要充分了解学生，了解每个学生的不同特点，其中之一就是学生的学习风格。学习风格是每个学生在一堂课中有效捕捉信息的独特方式。学习方式有三种，即视觉学习方式、听觉学习方式和动觉学习方式。每个学生都有不同的学习方式。本研究是一项定性描述研究，旨在通过分析学生在解决线性方程三变量问题时的错误来描述学生的错误。研究数据来自学习风格问卷、学生根据纽曼错误指标所作的回答以及访谈。本研究的对象是从 Sains 5 Senior High School 1 Sampang 高中十年级的 36 名学生中选出的 3 名学生。不仅通过测试，还对受试者进行了访谈和分析，以了解学生错误背后的更多原因。这项研究发现，视觉学习风格的学生在转换、处理技巧和最终答案方面出错较多。此外，听觉型学习风格的学生在阅读、理解、转换、处理和最终答案方面都出现了错误。最后，动觉学习风格的学生在理解、转换、处理和最后答案的书写方面都出现了错误。
{"title":"Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar","authors":"Aini Ayuning Tias, I. Ismail","doi":"10.26740/mathedunesa.v12n2.p359-371","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p359-371","url":null,"abstract":"In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361380","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 : 2023-07-08DOI: 10.26740/mathedunesa.v12n2.p372-387
Merin Vandira Gatsmir, E. Palupi
Mathematical communication is the process of expressing mathematical ideas through drawings, symbols, and other to clarify mathematical problems. One of the efforts to enhance students' mathematical communication is through tasks in the mathematics textbook. The purpose of this research is to analyze and describe mathematical communication in tasks within the grade VIII mathematics textbook of the Merdeka Curriculum, specifically focusing on geometry content. This research is a qualitative content analysis. The object of this research is the tasks related to geometry content in the grade VIII mathematics textbook published by the Ministry of Education, Culture, Research, and Technology and Erlangga. The tasks are classified into activities or exercises using a task classification sheet, and the occurrence of mathematical communication indicators in each task is collected using a classification sheet. The results showed that the tasks in the grade VIII mathematics textbook published by Ministry of Education, Culture, Research, and Technology and Erlangga contains all indicators of mathematical communication. These indicators include communicating problem-solving strategies (66,7% & 63,9%), communicating ideas and problem solutions (100% for both), communicating students' mathematical thinking coherently (47,9% & 40,3%), communicating students' mathematical thinking clearly (17,7% & 36,1%), analyzing other people's mathematical thinking and strategies (6,3% & 2,8%), evaluating other people's mathematical thinking and strategies (2,1% & 1,4%), using mathematical symbols and terms to express mathematical ideas (100% & 97,2%), using tables and drawings to express mathematical ideas (12,5% for both), and using students’ own language/sentences to express mathematical solutions (61,5% & 59,7%).
{"title":"Komunikasi Matematis pada Tugas dalam Buku Teks Matematika SMP Kelas VIII Kurikulum Merdeka Konten Geometri","authors":"Merin Vandira Gatsmir, E. Palupi","doi":"10.26740/mathedunesa.v12n2.p372-387","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n2.p372-387","url":null,"abstract":"Mathematical communication is the process of expressing mathematical ideas through drawings, symbols, and other to clarify mathematical problems. One of the efforts to enhance students' mathematical communication is through tasks in the mathematics textbook. The purpose of this research is to analyze and describe mathematical communication in tasks within the grade VIII mathematics textbook of the Merdeka Curriculum, specifically focusing on geometry content. This research is a qualitative content analysis. The object of this research is the tasks related to geometry content in the grade VIII mathematics textbook published by the Ministry of Education, Culture, Research, and Technology and Erlangga. The tasks are classified into activities or exercises using a task classification sheet, and the occurrence of mathematical communication indicators in each task is collected using a classification sheet. The results showed that the tasks in the grade VIII mathematics textbook published by Ministry of Education, Culture, Research, and Technology and Erlangga contains all indicators of mathematical communication. These indicators include communicating problem-solving strategies (66,7% & 63,9%), communicating ideas and problem solutions (100% for both), communicating students' mathematical thinking coherently (47,9% & 40,3%), communicating students' mathematical thinking clearly (17,7% & 36,1%), analyzing other people's mathematical thinking and strategies (6,3% & 2,8%), evaluating other people's mathematical thinking and strategies (2,1% & 1,4%), using mathematical symbols and terms to express mathematical ideas (100% & 97,2%), using tables and drawings to express mathematical ideas (12,5% for both), and using students’ own language/sentences to express mathematical solutions (61,5% & 59,7%).","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139361365","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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