Construction of the mathematical concept of pseudo thinking students

Anggraini, Dila; Kusmayadi, Tri Atmojo; Pramudya, Ikrar

doi:10.1088/1742-6596/1022/1/012010

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…Hal ini menyebabkan subjek penelitian tidak mampu untuk menyelesaikan permasalahan pembuktian. Kesalahan-kesalahan dari hasil jawaban subjek penelitian menandakan adanya konstruksi berpikir yang tidak utuh (lubang konstruksi) (Anggraini, Kusmayadi, & Pramudya, 2018).…”

Section: Subjek Penelitan 3 (Sp3)unclassified

Analisis Kesalahan Mahasiswa Calon Guru Sekolah Dasar dalam Menyelesaikan Soal Pembuktian Aljabar

Radiusman

Simanjuntak

2021

JNPM (Jurnal Nasional Pendidikan Matematika)

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Abstrak. Penelitian studi kasus deskriptif ini bertujuan untuk menganalisis kesalahan dan konstruksi berpikir mahasiswa calon guru sekolah dasar dalam menyelesaikan soal pembuktian aljabar. Penelitian ini dilakukan kepada mahasiswa calon guru sekolah dasar yang berada pada semester 2 dengan jumlah 36 mahasiswa calon guru sekolah dasar yang terdiri dari 4 mahasiswa laki-laki dan 32 mahasiswa perempuan dengan sebaran umur 17 sampai 19 tahun dan kemudian dipilih subjek penelitian sebanyak 3 mahasiswa calon guru dengan kemampuan akademik sedang. Proses analisis data dilakukan dengan pengumpulan data, penyajian data dan penarikan kesimpulan. Pengumpulan data dilakukan melalui hasil jawaban calon guru sekolah dasar dalam menyelesaikan soal pembuktian aljabar. Penyajian data dilakukan dengan menganalisis kesalahan-kesalahan dalam menyelesaikan soal pembuktian aljabar. Hasil penelitian menunjukkan bahwa subjek penelitian melakukan tiga jenis kesalahan dalam menyelesaikan permasalahan pembuktian, yaitu kesalahan konsep, kesalahan prosedural dan kesalahan perhitungan. Kesalahan konsep terletak pada kegiatan operasi bilangan, kesalahan prosedural terletak pada ketidakterkaitan antara langkahlangkah yang dituliskan pada lembar jawaban serta kesalahan perhitungan terletak pada perhitungan dari setiap operasi pecahan dan ketidaksesuain antara jawaban dengan permasalahan yang diberikan.

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Section: Subjek Penelitan 3 (Sp3)unclassified

Analisis Kesalahan Mahasiswa Calon Guru Sekolah Dasar dalam Menyelesaikan Soal Pembuktian Aljabar

Radiusman

Simanjuntak

2021

JNPM (Jurnal Nasional Pendidikan Matematika)

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“…The knowledge construction process relies on constructivism theory which requires students to actively construct knowledge continuously (Liu et al, 2022;Permata et al, 2018). Thus, there is always a change in knowledge towards a more complete and in accordance with the scientific concepts (Anggraini et al, 2018;Husamah et al, 2015;Sugrah, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The process of knowledge construction is a stage in building new knowledge (Setyawan & Rahman, 2013;Zabolotna et al, 2023). Constructing knowledge means building knowledge by relating from one knowledge to another (Anggraini et al, 2018). Based on these two definitions, the process of knowledge construction is a stage in forming new knowledge guided by knowledge that has been previously possessed.…”

Section: Introductionmentioning

confidence: 99%

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

Hasanah,

Rosyidi

2023

MATHEdunesa

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The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.

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“…Ni'mah et al, (2018) stated that concept construction means active activities to form a new knowledge or concept. Anggraini et al, (2018) stated that the concept construction process is the activity of building a concept through attribution from one concept to another. Based on these two definitions, the concept construction process is the stage that a person takes to form a new concept in his/her mind.…”

Section: Introductionmentioning

confidence: 99%

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Rosyidi

Hasanah

2022

AJPM

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The concept construction process makes students' mathematical knowledge develop better than before. It’s because the concept construction process involves the relationship of one concept to another. In constructing a mathematical concept, gender is influential in process. This qualitative research aims to describe the process of constructing new concept of male and female students. The subjects were two sixth grade elementary school students (one male, one female). The instruments were test and interview. The data analyzed using APOS theory (Action, Process, Object, Schema). At action stage, they can solve problems related to direct proportion concept. At process stage, they can interpret direct proportion problem into various representations and explain the characteristics. At object stage, they can provide other examples of direct proportion concept and identify a problem including direct proportion concept or not. At schema stage, they can define direct proportion but female student was clearer in defining it than male student. They can also conclude its relationship with some concepts. They can construct new concept well, although there are errors in the process. Female student is better than male student at conveying the results of her thoughts both in writing and verbally in the process of constructing new concept.Proses konstruksi konsep menjadikan pengetahuan matematika siswa berkembang lebih baik dari sebelumnya. Hal ini karena proses konstruksi konsep melibatkan hubungan antara satu konsep dengan konsep lainnya. Dalam membangun konsep matematika, jenis kelamin berpengaruh dalam prosesnya. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses konstruksi konsep baru siswa laki-laki dan perempuan. Subjek penelitian adalah dua siswa kelas VI SD (satu laki-laki, satu perempuan). Instrumen yang digunakan adalah tes dan wawancara. Data dianalisis menggunakan teori APOS (Aksi, Proses, Objek, Skema). Pada tahap aksi, mereka dapat memecahkan masalah yang berkaitan dengan konsep perbandingan senilai. Pada tahap proses, mereka dapat menginterpretasikan masalah perbandingan senilai ke dalam berbagai representasi dan menjelaskan karakteristiknya. Pada tahap objek, mereka dapat memberikan contoh lain dari konsep perbandingan senilai dan mengidentifikasi suatu masalah termasuk konsep perbandingan senilai atau bukan. Pada tahap skema, mereka dapat mendefinisikan perbandingan senilai tetapi siswa perempuan lebih jelas dalam mendefinisikannya daripada siswa laki-laki. Mereka juga dapat menyimpulkan hubungannya dengan beberapa konsep. Mereka dapat mengonstruksi konsep baru dengan baik, meskipun ada kesalahan dalam prosesnya. Siswa perempuan lebih baik daripada siswa laki-laki dalam menyampaikan hasil pemikirannya baik secara tertulis maupun lisan dalam proses mengonstruksi konsep baru.

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Construction of the mathematical concept of pseudo thinking students

Cited by 5 publications

References 8 publications

Analisis Kesalahan Mahasiswa Calon Guru Sekolah Dasar dalam Menyelesaikan Soal Pembuktian Aljabar

Analisis Kesalahan Mahasiswa Calon Guru Sekolah Dasar dalam Menyelesaikan Soal Pembuktian Aljabar

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

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