International survey, such as TIMSS and PISA have indicated that higher order thinking skills (HOTS) of Indonesian students is still low. The purpose of this study is to identify students' error in solving trigonometric function problem which assess HOTS. This is a case study research with a qualitative descriptive approach, in which the participants were all students of class IX A Science Program at SMAN X Karawang, East Karawang, Indonesia. Data was collected using test to identify students' error in solving trigonometric problems which assess HOTS, which was develop based on the basic competence of high school mathematics and Bloom taxonomy. Beside conducting the test, the data also was collected from the interview result, where the interview will focus on the students that has low, medium, and high score on the test. Students' errors were classified based on Newman's Error Analysis. The result of the study revealed that the students' errors found were comprehension error, transformation error, and process skill error.
Purpose – Word problems are still considered challenging for students when compared to other type of mathematics problems. Many emerging findings regarding this issue highlight that the challenges are predominately caused by linguistic aspects. This article aims to present a review and synthesis of literatures regarding the linguistic challenges of mathematics word problems and recommend solutions to address these challenges. Methodology – Systematic search was done and 35 articles from inside and outside Indonesia were selected. The linguistic challenges and recommended solutions found were analyzed using the main features constructing mathematics language: multiple semiotic system, particular features of vocabulary and grammar, and complex syntax. Findings – The review shows various difficulties shown by students in each feature of mathematics language. The review also recommends the practice of mathematics teaching and learning in which language aspects are discussed and exercised both among students and between the students and the teacher in order to help students face their linguistics challenges. It is also imperative for teachers to understand the structure and linguistic features involved in constructing word problems. Significance – This review breaks down the difficulties of mathematics word problems from the perspective of linguistic features constructing them. The findings of this review offer teachers different point of view to deal with teaching word problems, which is by understanding word problem as an entity of language rather than only as an entity of mathematics. This review also provides some solutions to help teachers address the difficulty for each linguistic feature.
This study aims to know the effect of language literacy and basic Mathematics competence toward students' ability to solve word problems. The research was done by giving three sets of questions; language literacy (LL) set, basic Mathematics competence (BM) set, and word problems (WP) set; to the research sample. Research sample was 315 tenth grade students from five schools in Jakarta. Score of students in each set was analyzed as research data. Score of LL set was treated as data of independent variable 1, score of BM set was treated as data of independent variable 2, and score of WP set as data of dependent variable. Preliminary data analyses, such as normality, validity, and reliability test, were done. Then, data was analyzed using Wilcoxon test and calculation of R-square. The result shows that each of independent variable affects dependent variable with BM variable has more effect on WP variable. It is expected that in solving word problems, the way students use their basic mathematical competencies is supported together with their ways of using language literacy. Keywords: Basic Mathematics Competence, Language Literacy, Word Problem. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh kecakapan bahasa dan kemampuan dasar Matematika terhadap kemampuan siswa dalam menyelesaikan soal cerita. Penelitian dilakukan dengan memberikan tiga paket soal, yaitu paket soal kecakapan bahasa (KB), kemampuan dasar Matematika (KDM), dan kemampuan soal cerita (KSC)kepada sampel penelitian. Sampel penelitian ini adalah siswa kelas X dari satu sekolah di setiap area di Jakarta, yaitu Jakarta Utara, Jakarta Selatan, Jakarta Barat, Jakarta Timur, dan Jakarta Pusat. Dari lima sekolah tersebut diperoleh sampel penelitian berukuran 315 siswa. Data yang dianalisis adalah nilaiyang diperoleh siswa pada tiap paket soal. Data nilai untuk paket soal KB sebagai data variabel independen pertama, data nilai untuk paket soal KDM sebagai data variabel independen kedua, dan data nilai untuk paket KSC sebagai data variabel dependen. Hasil uji Wilcoxon menunjukkan bahwa variabel independen berpengaruh terhadap variabel dependen, dan dari nilai R-Kuadrat didapatkan bahwa variabel KDM memiliki pengaruh yang lebih besar terhadap variabel KSC. Dalam menyelesaikan soal cerita, diharapkan siswa dapat didukung dalam menggunakan kemampuan dasar Matematikanya sekaligus dengan kecakapan bahasanya.
Students' ability in solving mathematics word problems has been considered low, especially caused by difficulties in understanding information provided. Schema can be a helpful tool for students to face such difficulties. The aim of this research is to analyze the effectiveness of schema in resolving difficulties based on linguistic aspects constructing word problem (multiple representation systems, vocabulary, and grammar and syntax). A mixed method study of embedded experimental model was conducted with 69 participants of 11th grade students. Quantitative analysis to determine the effectiveness of schema was done by testing whether mathematical linguistic difficulties of treatment group was significantly lower than control students. Mathematical linguistic difficulties in each aspect were analyzed from the indicator-based coding of students' work on word problem test. Qualitative analysis was conducted by comparing experiment and control students' work on post-test. Experiment students showed significantly lower mathematical linguistic difficulties in each aspect compared to control ones. In general, schema is proven to be effective in resolving difficulties in each aspect. Qualitatively, students being taught schema showed more attention upon the whole information provided and were more self-directed in determining solving steps.
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