Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Darmawan, Puguh; Purwanto, Purwanto; Parta, I Nengah; Susiswo,

doi:10.1590/1980-4415v35n70a10

Cited by 4 publications

(14 citation statements)

References 30 publications

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“…the probability increases when the problem of probability is represented in a story problem (Darmawan et al, 2021;Dewolf et al, 2014;Pennycook & Thompson, 2012). The probability evidence of the learning difficulties of probability was also found in the preliminary study of this research.…”

supporting

confidence: 77%

Exploring default-interventionist interaction of thinking activity types on probability problem-solving

Susiswo,

Darmawan,

Murtafiah

et al. 2023

j. math. educ.

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This research aims to determine the thinking activity types dominated by a mental process in producing answers characterized by automatic, unconscious, and subjective-empirical processes (system 1) in solving problems so that the default-interventionist interaction occurs. This research novelty is the formulation of the contents and thinking activity arrangement adapted to students' thinking when solving problems. The problem used in this research is a mathematical problem that triggers students to produce answers quickly with confidence that the answers are correct at a high level. Another problem is about probability because the mode of occurrence of students' learning difficulties at the secondary school level occurs when learning the concept of probability. This is qualitative research with a case study approach. The research subjects were students of Mathematics Education in semester 1. The results showed that thinking activity one could condition the occurrence of type 1 default-interventionist interaction. Thinking activity two could condition the occurrence of type 2 default-interventionist interaction. Thinking activity three could condition the occurrence of type 3 default-interventionist interaction. This research concluded that the default-interventionist interaction occurred because the content and arrangement of the thinking activity conditioned the subjects to pay attention to information gradually and change the subjects’ beliefs. Lecturers were recommended to produce, develop, and research thinking activities on topics other than probability at various levels of education. The default-interventionist interaction was essential to be conditioned when system one dominated students' thinking, causing difficulties.

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supporting

confidence: 77%

Exploring default-interventionist interaction of thinking activity types on probability problem-solving

Susiswo,

Darmawan,

Murtafiah

et al. 2023

j. math. educ.

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show abstract

“…That is to interchange the visual representation to the algebraic and vice-verse. The reason is that school mathematics thought need the visual representations when solving the problems (Darmawan et al, 2021;Yamaguti, 1993). A good consideration is that the ability has to maintain the model of thinking, for detecting the learning difficulties.…”

Section: Visual Thinkingmentioning

confidence: 99%

Students’ empirical thinking in solving mathematics problems

Rif'at

Rahmawati

Riyadi

et al. 2022

JKPM

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The research purpose is to investigate and explore a solution of non-directed of mathematics problems presented visually or algebraic, and to embed the empirical verification thinking. The problems are from Researcher Repertoire, test item of Teacher Profession Education of National Indonesia, and Flanders Mathematics Olympiad. We analyze the students’ empirical verification thinking of their solutions, i.e. the trend of the thinking, model of representation, and completeness of the logical steps. The results are: the pattern of thinking tends to linear model or of meta-pattern, the description tends to be non-linear or varies of the solution, and the logical steps tend to be a non-recognizable form of thinking. Our recommendations are that the more visual representations need multiple representations, the algebraic thinking needs more the visual illustrations, and the visual images needed in solving mathematics problems.

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“…Sistem 2 ini mengantisipasi keyakinan mendominasi berpikir dalam pemecahan masalah modus tollens. Hal demikian terjadi karena sistem 2 merupakan proses mental dengan karakteristik akurasi-empiris dan proses menyadari (Darmawan et al, 2020b(Darmawan et al, , 2020a(Darmawan et al, , 2021. Proses mental akurasi-empiris atau proses akurasi-empiris adalah proses mental dalam menghasilkan akurasi solusi masalah melalui langkah-langkah empiris (Darmawan et al, 2020b(Darmawan et al, , 2021.…”

Section: Pembahasanunclassified

“…Hal demikian terjadi karena sistem 2 merupakan proses mental dengan karakteristik akurasi-empiris dan proses menyadari (Darmawan et al, 2020b(Darmawan et al, , 2020a(Darmawan et al, , 2021. Proses mental akurasi-empiris atau proses akurasi-empiris adalah proses mental dalam menghasilkan akurasi solusi masalah melalui langkah-langkah empiris (Darmawan et al, 2020b(Darmawan et al, , 2021. Sementara itu, proses menyadari adalah proses mental dalam menghasilkan solusi masalah melalui pencocokkan karakteristik suatu informasi dengan pengalaman belajar atau dengan informasi lainnya (Ackerman & Thompson, 2017;Borodin, 2016;Darmawan et al, 2021;Durning et al, 2015).…”

Section: Pembahasanunclassified

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Peran Keyakinan Dalam Berpikir Intuitif Ketika Memecahkan Masalah Modus Tollens

2022

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Penelitian ini bertujuan mengkaji kasus pemecahan masalah modus tollens yang berkaitan dengan keyakinan. Penelitian ini adalah penelitian kualitatis dengan kenis studi kasus. Kasus yang dikaji dalam penelitian ini adalah kasus kolektif. Subjek penelitian adalah tiga mahasiswa Pendidikan matematika yang telah belajar logika matematika. Instrumen penelitian ini adalah Peneliti, masalah modus tollens, rubrik indikator, lembar validasi, buku catatan dan pedoman wawancara. Hasil penelitian ini adalah proses mental yang terkategori menjadi tiga dalam pemecahan masalah modus tolens. Tiga kategori proses mental itu adalah logic beyond belief, belief surrounds thinking1, dan belief surrounds thinking 2. Karakteristik logic beyond belief adalah menghasilkan jawaban benar dengan alasan benar, keyakinan terkontrol oleh sistem 2. Karakteristik belief surrounds thinking 1 adalah menghasilkan jawaban benar dengan alasan salah, mengubah jawaban berdasarkan keyakinan. Karakteristik belief surrounds thinking 2 adalah menghasilkan jawaban salah dengan alasan salah berdasarkan keyakinan.

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Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Cited by 4 publications

References 30 publications

Exploring default-interventionist interaction of thinking activity types on probability problem-solving

Exploring default-interventionist interaction of thinking activity types on probability problem-solving

Students’ empirical thinking in solving mathematics problems

Peran Keyakinan Dalam Berpikir Intuitif Ketika Memecahkan Masalah Modus Tollens

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