Commognitive Analysis of Students Difficulty In Solving Fractional Problems

Lestari, Andika Setyo Budi; Nusantara, Toto; Susiswo,; Chandra, Tjang Daniel; Irfan, Muhammad

doi:10.2991/assehr.k.200827.127

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…S1 dan S3 pada tahap ini mengalami kesalahan lubang konstruksi dan pemberian scaffoldingnya berupa restructuring dengan mengajak subjek penelitian memahami tujuan dari melakukan eliminasi dan substitusi. Menurut Parameswari et al, (2018)…”

Section: Scaffolding Tahap Process (Proses)unclassified

Kesalahan Konstruksi Konsep Matematika Berdasarkan Teori Apos Pada Materi Program Linear Dan Pemberian Scaffolding

Putra

Huda

Zurweni

2023

AJPM

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Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan proses kesalahan konstruksi konsep peserta didik berdasarkan indikator kesalahan konstruksi konsep serta mengetahui level scaffolding yang dapat diberikan berdasarkan teori APOS. Jenis penelitian adalah deskriptif kualitatif. Subjek penelitian ditentukan dengan teknik purposive sampling. Subjek penelitian berjumlah 3 orang yang sesuai dengan kriteria yang ditentukan. Instrument menggunakan soal tes dengan pengerjaan secara think aloud dan lembar wawancara. Teknik analisis data yang dilakukan dengan (1) mereduksi data (2) Menyajikan data (3) Menarik kesimpulan. Hasil penelitian menunjukkan kesalahan konstruksi konsep matematika pada tahap Action peserta didik melakukan kesalahan lubang konstruksi, mis-logical construction, misanalogical construction. Tahap process berupa kesalahan lubang konstruksi. Tahap Object kesalahan misanalogical construction. Tahap Schema berupa kesalahan mis-logical construction. Pemberian scaffolding level II pada tahap Action adalah explaining dan reviewing. Tahap Process adalah explaining dan restructuring. Tahap Object adalah restructuring. Tahap Schema pemberian scaffolding level III yaitu developing conceptual thinking.

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Section: Scaffolding Tahap Process (Proses)unclassified

Kesalahan Konstruksi Konsep Matematika Berdasarkan Teori Apos Pada Materi Program Linear Dan Pemberian Scaffolding

Putra

Huda

Zurweni

2023

AJPM

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“…Jenis kesalahan yang dilakukan oleh siswa akan mempengaruhi penyelesaian tugas berikutnya (Lestari et al, 2020). Hal ini telah dilakukan penelitian yang menunjukkan siswa jarang menggunakan mediator visual dalam menyelesaikan suatu tugas pecahan.…”

Section: Gambar 1 Proses Asimilasi Gambar 2 Proses Akomodasiunclassified

Proses Berpikir Siswa SD dalam Menyelesaikan Masalah pada Materi Pecahan

Faridah

Nulinnaja

2022

JUDIKA

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This study aims to explain how elementary school students carry out their thinking processes to be able to solve problems in fractional material in fifth grade students of SDN Harjokuncaran 03 Sumbermanjing wetan Malang who have studied fractions. Data is obtained through the Think-Out-Loud (TOL) method or often called Think Aloud. In the TOL method, students are expected to be able to think critically and express in solving the problems obtained. The results of the study, students' thinking processes in solving problems, were taken by giving two fractional problems to each subject, namely 2 high-ability subjects (S1.1 and S1.2), 2 moderately capable subjects (S2.1 and S.2). ) and 2 subjects with low ability (S3.1 and S.3.1). After collecting data and analyzing it, the researcher can conclude that this study describes how the thinking process of elementary school students in solving problems that refers to Polya, including: (1) students can understand the problems obtained then identify sentences in the form of statements and question sentences then they are expected to be able to perform variable assumptions; (2) able to plan and be able to make appropriate solutions relying on the assumptions of variables, symbols, equations, and mathematical models; (3) elementary school students are able to participate in planning and problem solving by means of elementary students solving equations using algebraic properties and substitution; and (4) elementary students are able to review again by matching the results obtained with what is already known. Keywords: Thinking Process, Problem Solving, Fractions.

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“…Teachers must have a broader and more substantial knowledge of what is taught (content knowledge of fraction) and how it is taught (pedagogical content knowledge of fraction) to their students (Pournara et al, 2015;Santagata & Lee, 2021;Tian & Siegler, 2018). However, it is undeniable that fractions are still one of the the central topics in mathematics which are difficult for students (Forgues et al, 2015;Lestari et al, 2020;Mastuti, 2017;Obersteiner et al, 2019;Wijaya, 2017;Yetim & Alkan, 2013), and many teachers find it difficult to understand and teach (Klemer et al, 2019;Lee et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Second-Year University Students’ Rational Number Understanding: A Case on Interpreting and Representing Fraction

Novita¹,

Herman²,

Dasari³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align:justify">This research aims to determine second-year university students’ understanding in interpreting and representing fractions. A set of fraction tests was given to students through two direct learning interventions. An unstructured interview was used as an instrument to obtain explanations and confirmations from the purposive participants. A total of 112 student teachers of primary teacher education program at two private universities in Indonesia were involved in this research. A qualitative method with a holistic type case study design was used in this research. The results indicate that a significant percentage of the participants could not correctly interpret and represent fractions. In terms of interpretation, it is found how language could obscure the misunderstanding of fractions. Then, the idea of a fraction as part of a whole is the most widely used in giving meaning to a fraction compared to the other four interpretations, but with limited understanding. Regarding data representation, many participants failed to provide a meaningful illustration showing the improper fraction and mix number compared to the proper fraction. Improvement of fraction teaching at universities - particularly in primary teacher education programs - is needed so that students get the opportunity to develop and improve their knowledge profoundly. We discuss implications for teaching fractions.</p>

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Commognitive Analysis of Students Difficulty In Solving Fractional Problems

Cited by 3 publications

References 9 publications

Kesalahan Konstruksi Konsep Matematika Berdasarkan Teori Apos Pada Materi Program Linear Dan Pemberian Scaffolding

Kesalahan Konstruksi Konsep Matematika Berdasarkan Teori Apos Pada Materi Program Linear Dan Pemberian Scaffolding

Proses Berpikir Siswa SD dalam Menyelesaikan Masalah pada Materi Pecahan

Analyzing Second-Year University Students’ Rational Number Understanding: A Case on Interpreting and Representing Fraction

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