The purpose of this study was to describe the design results of problem-solving question used to measure mathematical thinking type abstraction for junior high school students. The data analysis that used in this study is qualitative. This is design research which is divided into five stages, namely: Preliminary design, focus group discussion, trial, interview, and retrospective analysis. Based on the results of FGD, trial and interview, it was found that the question classified as problem-solving question, and could be used to measure mathematical thinking types abstraction, seen from the results of the subject answers that give rise the activities of abstraction which are observation of patterns, specialization, generalization, conjecturing, and testing conjectures. Observation of patterns can be seen from the subject that resolves the problem by observing the patterns. Specialization appears from the completion of the subject by looking at a specific example. Generalization is seen from the solution that describes a pattern into a general form. Conjecturing is composing allegations in solving problems. The last testing conjectures which is a process of checking and testing of guesses, whether the assumptions taken are right and correct.
This research aims to describe the design results of problem-solving which can be used to measure mathematical thinking type modeling. This is design research consisting: Preliminary Design, Focus Group Discussion (FGD), Trial, Observation & Interview, and Retrospective Analysis. The conclusion is the questions are problem-solving which can be used to measure mathematical thinking type modeling. FGD and test trial analysis show that the problem can be used to measure mathematical thinking type modeling. From the results of the design and FGD, the questions which have been designed have met the modeling indicators which are identifying problems, making assumptions, and mathematical models, analyzing solutions, iterating, implementing models. From test trial analysis, modeling indicators can be seen from the answer of the subjects. For example from the question number 2, subjects identify the problem by making a bonus arrangement obtained by an online motorcycle driver, and they assume the bonus in the first month in the form of variables. After that, through the iteration process and analyzing each iteration the subjects make a mathematical model, bonus patterns for online motorcycle driver in the n-th month, then subjects implement the model created so that the last month bonus obtained.
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