One of the studen learning goals mathematics is mathematical reasoning for outcomes training student to solve the problems. One of the problems faced by students is word questions. There are several students responses in dealing with word question which is known as Adversity Quotient. This research aims to describe the students' problem solving skills in system of three-variable linear equations subject based on Polya's theory in terms of Adversity Quotient. This is a qualitative descriptive research with three subjects of students class X IPA 1 SMAN Arjasa Jember, there are one climber student, one camper student and one quitter student. These subjects took purposive sampling with consideration according to the results of questionnaire scores that meet each of the criteria of Adversity Quotient. Data collection techniques used were questionnaires, tests, interviews and observations. The validity test used is technical triangulation. Data analyzed through data condensation, data presentation and conclusion drawing. The results showed that student with the type of climber was able to meet all the indicators of problem solving in the problem of the word questions which included indicators of understanding the problem, planning the solution, carrying out the plan of solving and re-checking. Camper type student met all indicators of problem solving except at the re-checking stage. Quitter type student in completing word questions met the stage of understanding the problem and planning the solution, while the stage of carrying out the plan and re-checking is not fulfilled by the quitter student.
Not a few students mathematics education of IAIN Jember experience obstacles in studying Calculus courses. This can be seen from many students who say that calculus courses are difficult and the results of the student calculus pretest. The lack of mastery in trigonometric operations which is a prerequisite for calculus courses is one reason. Therefore, error analysis is needed to identify the types of errors and the tendency of errors experienced by students in working on trigonometric problems which are the prerequisite material for calculus courses. Data collection in this study was carried out by the method of tests and interviews, meanwhile the data analysis used descriptive analysis. Through data analysis, it can be concluded that the errors experienced by students in working on trigonometric operations as a prerequisite for calculus courses are errors of fact, concept errors, and skills errors. Of the three errors, what turns out to be a tendency to error is a fact error. In addition, the cause of the error was the very lack of understanding of the concepts that exist in the material trigonometric operations.
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