Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Marsitin, Retno; Sa’dijah, Cholis; Susiswo, Susiswo; Chandra, Tjang Daniel

doi:10.18421/tem114-56

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…When AQC subjects have difficulty finding an equation formula to solve a problem, they carefully repeat the analysis of existing information to understand the ideas to solve the problem. This is in line with research on Marsitin et al (2022) that the higher a person's AQ level reflects their higher efforts in achieving mathematical understanding abilities and easily face the difficulties they experience.…”

Section: Discussionsupporting

confidence: 88%

“…They perform this considering that the information contained in the problem requires analysis before being used as a reference for solving the problem. Marsitin et al (2022) asserts that creating a problem-solving plan aids in determining the relationship between known information and unknown information to calculate a certain variable. In line with the results of research (Juwita, 2020), describing that subjects in the climber category can link or look for relationships between information and previous knowledge, providing compelling arguments regarding the chosen settlement plan.…”

Section: Discussionmentioning

confidence: 99%

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Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Fahrudin,

Sa'dijah,

Hidayanto

et al. 2024

QRE

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Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Fahrudin,

Sa'dijah,

Hidayanto

et al. 2024

QRE

View full text Add to dashboard Cite

show abstract

“…This makes them still respond based on their general understanding without being based on strong evidence built from understanding the problem. This deficiency was also found in research conducted by Marsitin [28]. Apart from that, mistakes made by students are also caused by students' lack of conceptual and procedural understanding.…”

Section: Discussionmentioning

confidence: 74%

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

Sa’diyah,

Sa’dijah,

Susiswo

2024

TEM Journal

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Mathematical literacy has become one of the new standards for students' understanding. To be able to develop suitable problem-solving strategies, especially context-based problems, students need to have the ability to formulate situations mathematically well. This research was conducted to observe students' abilities in formulating situations mathematically. The research subjects were students aged 14-16 years in Malang City in February 2023. This research was qualitative research. The data collected was students’ answers on context-based mathematical problems from the Program for International Student Assessment (PISA) whose questions are related to activities of formulating situations mathematically. Result showed that the majority of students did not have sufficient ability and experience in formulating situations mathematically, both in terms of understanding the context of the problem, determining variables, and developing problem-solving strategies. This means that many students still have difficulty determining procedures for solving PISA problems, especially context-based ones. Teachers need to provide more learning and familiarization regarding the process of formulating situations mathematically to make it easier for students to solve context-based mathematical problems.

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The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

Supriadi,

Jamaluddin Z,

Suherman

2024

Thinking Skills and Creativity

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Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Cited by 4 publications

References 39 publications

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

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