Analysis of Reflective Student Analogy Reasoning in Solving Geometry Problems

Pradita, Diyah Ayu Rizki; Maswar, Maswar; Tohir, Mohammad; Junaidi, Junaidi; Hadiyansah, Dwi Nur

doi:10.1088/1742-6596/1783/1/012105

Cited by 7 publications

(8 citation statements)

References 10 publications

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“…Low-skilled students are 1) students who have low computing ability, 2) are unable to state what is known and asked in the question by using their own sentences and 3) tend to forget the concepts needed in answering questions (Pradita et al, 2021). In addition, the results of this study are also in accordance with research from Purnama et al, (2021) which states lowskilled students have a category of lack in problem solving because low-skilled subjects just read problems.…”

Section: Discussionsupporting

confidence: 85%

Pisa Problem Solving: The Investigation of Student's Experience Through Distance Learning During Pandemic

Nugroho

Sari

2021

AJPM

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Problems similar to PISA with the theme of hollow iron are used as a helping instrument to see how students' problem solving abilities are. In accordance with the PISA research, the subjects of this study were 8th graders of junior high school in Karanganyar Regency, Indonesia with an age range of 15-16 years. In addition to tests, other auxiliary instruments are interview guidelines where the data obtained from the two instruments are compared so that the data obtained are truly valid. Subjects were selected by means of snowball sampling until the data obtained were considered sufficient by the key instrument, namely the researcher himself. Through data collection, data reduction, data presentation, conclusion drawing and verification, the results show that students with high abilities can identify problems well, formulate a settlement plan with simple procedures, execute plans in a coherent and clear manner, and re-examine the components involved. considered dubious. Students with moderate abilities tend not to be careful in identifying information which results in discrepancies in the answers obtained. while students with low abilities find it difficult to solve non-routine problems and tend not to try to think of better solutions.

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Section: Discussionsupporting

confidence: 85%

Pisa Problem Solving: The Investigation of Student's Experience Through Distance Learning During Pandemic

Nugroho

Sari

2021

AJPM

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“…The result puts Indonesia in fourth place in case of student achievement improvement compared to the previous survey results in 2012, from 72 countries taking the PISA test. The rank was lower (69 out of 79 countries) than PISA 2015 (Pradita, Maswar, Tohir, Junaidi, & Hadiyansah, 2021;Anggraena, 2019). Meanwhile, Indonesia's PISA results in 2018 fell compared to PISA results in 2015, namely for the mathematics category, Indonesia was ranked 7th from the bottom (73) with an average score of 379.…”

Section: Critical Thinking Skill Levelmentioning

confidence: 86%

“…Meanwhile, Indonesia's PISA results in 2018 fell compared to PISA results in 2015, namely for the mathematics category, Indonesia was ranked 7th from the bottom (73) with an average score of 379. Meanwhile, in 2015 Indonesia received an average score of 386 out of 70 Countries (Pradita et al, 2021;Tohir, 2019).…”

Section: Critical Thinking Skill Levelmentioning

confidence: 99%

The Level of Critical Thinking Skill on Solving Two-Dimensional Arithmetics Problems Through Research-Based Learning

2021

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Developing critical and collaborative thinking skills among learners was of significant importance in the 21st-century era. In this study, the researcher applied teaching and learning based on Research-Based Learning (RBL) to know the level of students critical thinking skill. The number of research samples was 30 students. This study used a triangulation research method, namely a combination of qualitative and quantitative methods. The quantitative method was obtained by using a learning outcome test and the qualitative method is obtained using a questionnaire and interview. Then the data that has been collected was analyzed using a t-test. Four students were chosen to represent critical thinking level 4, 13 students were chosen to represent Critical Thinking level 3, and 6 students were chosen to represent critical thinking level 2, 4 students were chosen to represent critical thinking level 1, and 3 students were chosen to represent critical thinking level 0. More subjects would be involved until the data was saturated. Students on low critical thinking were at Level 0. Based on the interpretation result of the t-test value, there was a significant difference between the control class and the experimental class, proved by the 0.000 figure in the statistical analysis. Therefore, it proved a significant difference in learning outcomes. However, the data that we obtained present a significant difference between the control class and the experimental class below 0.05. After we interpreted t-tabel = 2.04 on degrees of freedom 0.025, t-count of 0.000 was evident. Thus, a hypothesis was accepted since it was below 0.025. Qualitative methods show the results of interviews with 2 students.

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“…The dominant score that students have determines their type of thinking style. There are four steps in solving analogical reasoning questions: encoding, inferring, mapping, and applying (Pradita et al, 2021). From these stages, the mathematical analogical reasoning test results were scored according to the scoring guidelines, and then the average and standard deviation were calculated.…”

Section: Methodsmentioning

confidence: 99%

Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures

Fazrianti

Yusmin

Suratman

2022

JASME

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Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.

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Analysis of Reflective Student Analogy Reasoning in Solving Geometry Problems

Cited by 7 publications

References 10 publications

Pisa Problem Solving: The Investigation of Student's Experience Through Distance Learning During Pandemic

Pisa Problem Solving: The Investigation of Student's Experience Through Distance Learning During Pandemic

The Level of Critical Thinking Skill on Solving Two-Dimensional Arithmetics Problems Through Research-Based Learning

Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures

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