Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Pramuditya, Surya Amami; Noto, Muchamad Subali; Azzumar, Fuji

doi:10.22460/infinity.v11i2.p255-272

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…This is in line with previous research that the subject's ability to relate mathematical concepts to problems, one of which is influenced by the basic skills possessed by students related to arithmetic operations (Khalid & Embong, 2019). Moreover, in solving open ended problems, knowledge and understanding of prerequisite materials and ideas are needed by students to be able to provide more than one solution method/strategy (Anggoro et al, 2021;Pramuditya et al, 2022).…”

Section: Subject I3 Subject I4supporting

confidence: 89%

How Do Students' Decision-Making Ability in Solving Open-Ended Problems?

Murtafiah

Lestari

Yahya

et al. 2023

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An open-ended problem in learning mathematics is a problem with more than one answer or method of solving. In solving open-ended problems in learning mathematics, one of the abilities students must use is decision-making ability. Each student has a variety of capacities, so this study aims to determine students' decision-making abilities in solving open-ended problems in learning mathematics. The type of research used is descriptive qualitative research. The subjects of this study were four students with different numbers of correct answers in working on open-ended problems. Data collection was carried out using tests and interviews. The results showed that (1) the decision-making ability of the subject who answers correctly for both problems is complete because they fulfill all indicators, the subject can identify goals, make decisions, evaluate the results of determination, and present and remember between problems with things known to the problem and related to decisions that have been taken correctly; (2) decision-making ability for subjects with wrong answers on one number or two numbers is incomplete because they only fulfilled two indicators, the subject can identify goals, make decisions, is less able to evaluate decision results and present and remember between problems with things known to the problem, and related to decisions that have been taken with correct. Mathematics teachers should often reinforce students to practice operating integers because it is a prerequisite for learning mathematics at the middle and high school levels.

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Section: Subject I3 Subject I4supporting

confidence: 89%

How Do Students' Decision-Making Ability in Solving Open-Ended Problems?

Murtafiah

Lestari

Yahya

et al. 2023

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“…There are also students who solve questions by answering directly without writing down what is known and asked from the questions given. Problems regarding mathematical problem solving skills are also categorized as still low and the teaching materials used cannot be studied independently (Pramuditya et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Student’s Mathematical Problem Solving Abilities Based on Heuristic Strategy of Krulik and Rudnick Types

Khairunnisa

2024

IJHESS

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This research explores the multifaceted concept of translanguaging in the context of teaching English as a foreign language in three universities in North Sumatra. Translanguaging, a term encompassing various aspects of multilingualism, is examined as a pedagogical approach that utilizes multiple languages within a classroom setting. The study investigates translanguaging practices among lecturers and aims to address three key research questions: the types of translanguaging practices, perceptions of lecturers and students, and the motivations behind incorporating translanguaging in teaching and learning activities. The research method is a qualitative method with a case study approach model focusing on the exploration of a "bounded system" on one specific case or on some cases in detail by exploring data in depth. Through a combination of surveys and interviews with lecturers, the study identifies eight motivations for the intentional use of translanguaging practices. These motivations include adjusting to students' proficiency levels, clarification, and emphasis, translanguaging as an academic strategy, providing challenges for student growth, considering diverse student demographics, expressing firmness and solidarity, addressing real lexical needs in communication, and expressing group identity. The findings reveal positive responses to translanguaging from both lecturers and students, highlighting its versatility in meeting educational objectives and fostering effective communication in diverse learning environments. The motivations align with existing literature, emphasizing the adaptability and significance of translanguaging in enriching the teaching and learning experience. The study concludes with several insights into translanguaging practices in North Sumatra's universities and recommends possibilities for future research and practical implementation. The proposed recommendations include professional development for lecturers, curriculum design, student training, and calls for more studies in tranlanguaging. Overall, this research contributes to the understanding of translanguaging motivations and offers practical suggestions for enhancing its integration in higher education institutions.

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“…Virtual Reality is a media that displays image projections from a smartphone screen to make them more straightforward and more realistic (Asikin et al, 2019). VR presents a visual experience (Pramuditya et al, 2022). Virtual Reality can display three-dimensional objects to make them look authentic and make depictions of learning media more real.…”

Section: Introductionmentioning

confidence: 99%

Developing mathematics virtual reality based on understanding mathematical concepts

Anisa,

Saenih,

Oktaviani

et al. 2024

J. Elemen

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This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development method and the ADDIE model using the Millealab application. Participants were eighth-grade students at junior high schools. The outcomes of the research show that virtual reality is an innovative learning media that utilises technological developments in learning media and provides a quick, engaging, and fun understanding so that students can more easily understand mathematical concepts in flat-sided material. Virtual reality learning media has been extensively tested to be valid, practical, and suitable for use in learning. Suggestions for this research can provide an innovative development of virtual learning media, which still has many shortcomings, so that it is much better and produces like learning.

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Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Cited by 5 publications

References 22 publications

How Do Students' Decision-Making Ability in Solving Open-Ended Problems?

How Do Students' Decision-Making Ability in Solving Open-Ended Problems?

Analysis of Student’s Mathematical Problem Solving Abilities Based on Heuristic Strategy of Krulik and Rudnick Types

Developing mathematics virtual reality based on understanding mathematical concepts

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