Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Abstract

This study is to reveal the construction process of student representation in solving of ill-structured geometry problems. The three phases involved in the construction process are interpreting the problem, giving opinions, and concluding. A total of four high school students participated in Surabaya and Sidoarjo in this qualitative study. They used visual and symbolic representations to solve the ill-structured problems. The research data were obtained from the sheets of ill-structured geometry problems (ISGP), video recordings, and interviews. The data analysis through three stages, data identification, data presentation, and conclusion. The results of data analysis show that the process of constructing the visual and symbolic representations was carried out by the students when interpreting the problem. The subjects provide data to support problem-solving process, such as initial length and width. The construction process through the visual representation began with the process of giving meaning. They drew rectangle with a length and width. Likewise, when giving an opinion, they referred to the drawings they made with length and width of different sizes. They used symbolic representation as a length and width for the initial situation in the process of giving meaning. Through the use of variables, they could perform calculations so as to determine the proposals used as a solution. Two patterns that the students did during the process of the representation construction, are deductive and inductive. It is important for teachers to know the process of representation of students when solving illstructured problems. It needs to be enlarged and in line with the criteria to obtain the general description of the representation of the construction process when solving the problem. Then, teachers should design meaningful learning so they can connect concepts that their students can use to solve problems.

Exploring the Critical Thinking Process of Prospective Teachers with High Mathematics Ability in Solving Ill-Structured Problems

“…It can also be solved by comparing two triangles after looking back at the problem-solving steps and finding the relationship between the two triangles. These findings supported the results of previous research suggesting that the thinking process in ill-structured problem solving requires a different set of skills and attitudes, rather than well-structured problems that have clear goals and known rules to apply in solving the problem [26], [28]- [30].…”

Kegagalan RZ Memecahkan Ill-Structured Problem Persegi Panjang

“…(Berarti dalam usulan saya, kelilingnya kurang dari atau sama dengan tetapi tidak lebih) Kemampuan RZ merepresentasikan masalah dengan bahasanya sendiri merupakan langkah awal dalam proses pemecahan masalah. Hal ini dikarenakan representasi masalah seharusnya making sense bagi pemecah masalah sehingga mendukung proses pemecahan masalah yang dilakukan (Hoogland et al, 2018;Hoogland & Pepin, 2016;Prayitno et al, 2020). Representasi dari masalah merupakan komponen penting dalam proses pemecahan masalah yang dapat membantu siswa (Bal, 2014;Boonen et al, 2016;Goldin, 1998;Stylianou, 2013;Stylianou & Silver, 2004;Xin et al, 2005).…”

“…Hal ini dikarenakan solusi yang dibangun RZ merupakan hasil trial and error yang kemudian dilakukan justifikasi. Padahal mengajukan usulan merupakan salah metode yang tepat untuk memecahkan masalah (Prayitno et al, 2020) khususnya dalam penelitian ini.…”

“…Penelitian tentang pemecahan ill-structured problems telah banyak dilakukan seperti pada simulasi astronomi (Shin et al, 2003); pembelajaran (Jonassen, 1997(Jonassen, , 2003Voss & Post, 1988); simulasi multimedia (Shin et al, 2003), keterampilan pemecahan masalah (Arifin et al, 2017;Chi & Glaser, 1985;Douglas et al, 2012;Prayitno et al, 2020;Shin et al, 2003). Dari beberapa penelitian tersebut belum ada penelitian yang membahas tentang kegagalan pemecah masalah dalam memecahkan ill-structured problems.…”

“…Dari beberapa penelitian tersebut belum ada penelitian yang membahas tentang kegagalan pemecah masalah dalam memecahkan ill-structured problems. Penelitian yang seringkali dilakukan oleh peneliti, meneliti kesalahan siswa dalam pemecahan masalah maupun pengajuan masalah (Prayitno et al, , 2020Prayitno & Budiyono, 2018). Sehingga penelitian ini penting untuk dilakukan untuk mengetahui penyebab siswa gagal ketika memecahkan masalah, terutama pada ill-structured problems.…”