Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita pada Materi Trigonometri Ditinjau dari Langkah Polya

Nurizlan, Ami; Komala, Elsa; Monariska, Erma

doi:10.35194/jp.v11i2.2530

Cited by 5 publications

(6 citation statements)

References 7 publications

(7 reference statements)

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“…In line with research by Kamila & Adirakasiwi (2021) that student errors at the stage of compiling a solving strategy were caused by students' lack of ability to plan and describe the information contained in the problem into a mathematical formula or model. This also agrees with research by Nurizlan, et al (2022) that students are confused in choosing the formula to use and still have difficulty changing the solution strategy to an arrangement of mathematical models.…”

Section: Error In Devising a Plansupporting

confidence: 88%

Analysis of Students' Error in Solving Trigonometry Comparison Problems With the Polya Criteria Guiden

Maharani,

Murtiyasa

2023

PJPM

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Student mistakes in solving trigonometry problems have an impact on low student learning outcomes. This study aims to determine the percentage of student errors in solving trigonometry problems and describe the causes of these errors based on the Polya Criteria guidelines. This research is descriptive qualitative type. The subjects of this study were 35 students of class X.J SMA N 1 Wonosari. Data collection techniques used in this study were tests and interviews. The validity of the data is based on the triangulation process. Data analysis techniques in this study use data reduction techniques, data presentation, and drawing conclusions. Based on the results and discussion, it can be concluded that the students' mistakes in solving trigonometry problems with the Polya Criteria guide are as follows: 1) Understanding the problem (12.99%), 2) Developing a solution plan (30.30%), 3) Implementing a settlement plan (26.19%), 4) Checking again (30.52%). The causes of these errors, namely: students cannot understand the purpose of the questions given, students rarely solve problems by knowing, asking, answering, and concluding, students are confused about applying the trigonometry formula to solve problems, students are hasty and careless in solving problems, students are not used to it and feel no need to write conclusions at the end of the answer.Keywords: error, trigonometry, polya criteria

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Section: Error In Devising a Plansupporting

confidence: 88%

Analysis of Students' Error in Solving Trigonometry Comparison Problems With the Polya Criteria Guiden

Maharani,

Murtiyasa

2023

PJPM

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“…It was generally believed that learning mathematics through word problems requires more understanding than other problems. The completion stage is also not easy to stage because the completion process only depends on the result but also looks at the steps for solving it (Nugroho & Sutarni, 2017). However, as Fadilah & Haerudin (2022) said, students are expected to have good mathematical problem-solving skills because this significantly influences the learning outcomes obtained by students.…”

Section: Problem-solving Skills Of Students With High Initial Ability...mentioning

confidence: 99%

Vocational High School Students' Ability to Solve Word Problems in the Topic of Linear Equations System With Two Variables

Jannah,

Rejeki

2023

PJPM

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Problem-solving is a mathematical skill that students need to develop to solve challenges in everyday life. However, this ability has yet to be fully mastered by students. Therefore, this study analyzes the problem-solving skills of ten-grade private Vocational High School students in Sragen, Central Java, Indonesia, particularly in the Linear Equations System with Two Variables (LESTV). This study used a descriptive qualitative method involving 25 Computer and Network Engineering students (CNE). The problem-solving indicators used are understanding the problem, devising a plan, carrying out the plan, and looking back. This study grouped students into three levels based on the results of the Mid Semester Assessment (MSA) of students' initial abilities, namely low, medium, and high initial ability levels. Based on the analysis, this study indicates that students with low initial ability levels are less able to understand problems and the other stages. Students with a moderate level of initial ability can meet the indicators of understanding the problem and devising a plan. Students with a high level of initial ability fulfill all problem-solving indicators. Students have been able to understand problems, devise a plan, carry out the plan, and look back. Students with a high level of initial ability can analyze and conclude the results of the answers correctly, accompanied by re-examining the solutions they have obtained.

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“…Dalam penelitian Delia menyebutkan bahwa penyebab terjadinya kesulitan dalam mengerjakan soal cerita pada materi teorema pythagoras yaitu kesalahan pada prinsip, kesalahan ketika memahami bahasa soal, dan kesalahan dalam memahami konsep teorema pythagoras (Delia et al, 2021). Kemudian menurut Sri Ayu Ardiyanti dan Umi Farihah, dalam materi Pythagoras ini biasanya siswa tidak mengetahui langkah apa yang diambil untuk mengerjakan selesaian soal, kemudian siswa tidak terbiasa mengecek kembali jawaban yang telah dikerjakan (Sri Ayu Ardiyanti et al, 2019). Berdasarkan penelitian yang dilakukan oleh Ummi Khasanah dan Sutama dengan judul "Analisis Kesulitan Menyelesaikan Soal Cerita Matematika Pada Siswa SMP".…”

Section: Kata Kunciunclassified

Kemampuan Menyelesaikan Soal Cerita Siswa SMPN 2 Samalanga Pada Materi Teorema Pythagoras

Riski,

Syamsuddin,

Khairina

2023

PERISAI

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Sebagai upaya dalam menyelesaikan permasalahan terkait soal cerita metematika, siswa dituntut harus memiliki kemampuan berpikir tingkat tinggi yang baik. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan siswa dalam menyelesaikan soal cerita pada materi teorema Pythagoras. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian adalah seluruh siswa kelas VIII SMPN 2 Samalanga sebanyak 20 siswa, namun nantinya akan dipilih 3 siswa berdasarkan skor tes nilai tertinggi, sedang dan rendah. Sebagai upaya dalam menyelesaikan permasalahan terkait soal cerita metematika, siswa dituntut harus memiliki kemampuan berpikir tingkat tinggi yang baik. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan siswa dalam menyelesaikan soal cerita pada materi teorema Pythagoras. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian adalah seluruh siswa kelas VIII SMPN 2 Samalanga sebanyak 20 siswa, namun nantinya akan dipilih 3 siswa berdasarkan skor tes nilai tertinggi, sedang dan rendah. Data yang digunakan adalah tes tertulis dan wawancara, data tersebut di analisis menggunakan triangulasi teknik. Hasil penelitian dari soal tes dan wawancara menunjukkan bahwa, 1) Siswa kategori tinggi dalam menyelesaikan soal cerita mampu memenuhi semua indikator berdasarkan teori Polya; 2) Siswa kategori sedang dalam menyelesaikan soal cerita hanya mampu memenuhi 4 indikator saja; dan 3) Siswa kategori rendah dalam menyelesaikan soal cerita hanya mampu memenuhi 2 indikator saja. Simpulan dari penelitian ini adalah semakin tinggi tingkat berpikir siswa maka semakin bagus kemampuan menyelesaikan soal ceritanya. Penelitian ini didapat bahwa kebanyakan siswa masih berada pada kategori rendah. Hasil penelitian ini diharapkan dapat memberikan informasi sebagai dasar pertimbangan, pendukung, dan sumbangan pemikiran kepada pengambil keputusan dalam usaha meningkatkan kemampuan menyelesaikan soal cerita.

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Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita pada Materi Trigonometri Ditinjau dari Langkah Polya

Cited by 5 publications

References 7 publications

Analysis of Students' Error in Solving Trigonometry Comparison Problems With the Polya Criteria Guiden

Analysis of Students' Error in Solving Trigonometry Comparison Problems With the Polya Criteria Guiden

Vocational High School Students' Ability to Solve Word Problems in the Topic of Linear Equations System With Two Variables

Kemampuan Menyelesaikan Soal Cerita Siswa SMPN 2 Samalanga Pada Materi Teorema Pythagoras

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