Levels of Controversial Reasoning of the Pre-Service Teachers to Solve Mathematical Problems

Subanji, Subanji; Rosyadi, Alfiani Athma Putri; Emanuel, Endrayana Putut Laksminto

doi:10.35741/issn.0258-2724.56.4.55

Cited by 5 publications

(13 citation statements)

References 5 publications

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“…Controversial math problems are problems designed to give rise to a debate over viewpoints. The debate advances and sharpens students' cognitive abilities to understand something rarely or never encountered [13]- [15]. The main characteristic of controversial problems is the logical trapping of statements that seem authentic, resulting in controversy (differences in point of view) in the flow of students' mathematical thinking.…”

Section: Figure 1 Critical Thinking Components According To Facionementioning

confidence: 99%

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Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

Atmaja¹,

Nusantara²,

Subanji³

et al. 2023

Proceedings of the 2nd Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Educa

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Misinterpretations in learning mathematics are often encountered. That is part of the educational process that needs to be controlled. So the direction and steps of the mathematical thinking process can be realized according to the goals. This research utilizes a qualitative approach as a thinking paradigm. This study explores the ins and outs of students' misinterpretations when faced with controversial algebraic problems. The importance of knowing the misinterpretations raised by students can be a reflection signal of the extent to which students understand algebraic concepts. The subjects of this research were 17 students of MTs Surya Buana Malang City. In this study, the use of controversial mathematical problems in algebraic material. The results showed that four subjects representing each group of students' controversial reasoning were known to misinterpret. Based on the commognitive lens, conceptual errors were experienced by all the subjects of this study with various error variants. However, only two subjects experienced procedural errors when incorrectly applying the calculation operations.

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Section: Figure 1 Critical Thinking Components According To Facionementioning

confidence: 99%

“…Misinterpretation has various variants. The variety of misinterpretations can be categorized into conceptual and procedural misinterpretations [15], [24]- [26]. Conceptual misinterpretation is an error in understanding the concept.…”

Section: Misinterpretationmentioning

confidence: 99%

Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

Atmaja¹,

Nusantara²,

Subanji³

et al. 2023

Proceedings of the 2nd Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Educa

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show abstract

“…Salah satu contoh masalah matematika yang dapat memunculkan rasa ingin tahu dan adanya adu argumen sehingga membuat pembelajaran menjadi aktif adalah masalah kontroversial (Altun & Konyalioglu, 2019;Goldberg & Savenije, 2018;Kello, 2016). Masalah kontroversial matematika adalah masalah yang memunculkan perbedaan pendapat, konflik kognitif dan rasa ingin tahu (Altun & Konyalioglu, 2019;Subanji, Rosyadi, AAP, & Emanuel, 2021). Dalam pembelajaran, masalah kontroversial dapat memunculkan perbedaan pendapat pada saat menyelesaikannya.…”

Section: | Pendahuluanunclassified

Eksplorasi Persepsi Calon Guru Dalam Menyelesaikan Masalah Kontroversial Matematika

Susiswo

Rosyadi

Utami

et al. 2022

AJPM

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Masalah kontroversial adalah masalah yang memunculkan perbedaan pendapat dan dapat memunculkan argument dan persepsi yang beragam. Fakta menunjukkan bahwa sebagian besar calon guru masih belum terbiasa menyelesaikan masalah kontroversial. Tujuan penelitian ini adalah mengeksplorasi persepsi calon guru dalam menyelesaikan masalah kontroversial. Metode penelitian yang digunakan yaitu kualitatif deskriptif dengan pendekatan studi kasus. Instrumen tes dan wawancara digunakan untuk menggali informasi. Hasil dianalisis secara kualitatif dengan mengacu pada aspek persepsi yakni penyerapan, pemahaman, dan penilaian. Hasilnya adalah pada aspek penyerapan, calon guru menyampaikan respon yang beragam, baik yang salah maupun benar. Aspek pemahaman terjadi pada saat mengkaitkan pengetahuan yang sudah dimiliki dengan konsep pada permasalahan kontroversial. Aspek penilaian muncul pada saat calon guru memberikan sudut pandang yang berbeda dari masalah yang diberikan. Calon guru diharapkan sering menyelesaikan masalah yang bervariasi sehingga terbiasa menyelesaikan masalah kontroversial. Controversial issues are issues that give rise to differences of opinion and can lead to various arguments and perceptions. The facts show that most prospective teachers are still not used to solving controversial issues. The purpose of this research is to explore the perceptions of prospective teachers in solving controversial issues. The research method used is descriptive qualitative with a case study approach.. The results were analyzed qualitatively with reference to the aspects of perception, namely absorption, understanding, and assessment. The result is that in the absorption aspect, prospective teachers convey a variety of responses, both wrong and right. The understanding aspect occurs when relating existing knowledge to concepts on controversial issues. The assessment aspect appears when the prospective teacher gives a different perspective on the problem given. Prospective teachers are expected to often solve various problems so that they are used to solving controversial problems.

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“…Penalaran kontroversial dalam matematika dapat terjadi karena terdapat perbedaan antara pengetahuan matematika yang dimiliki dengan masalah yang dihadapi. Level penalaran dalam menyelesaikan masalah kontroversial ini dimulai dari level inisial, eksplorasi, dan klarifikasi (Subanji, et al, 2021).…”

Section: Pendahuluanunclassified

Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa

Swastika

Wulan

Hamidah

2022

jtm

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The purpose of this study is to describe the metacognitive problem-solving skills of class X SMA Negeri 1 Kediri students at the level of initial controversial reasoning, exploration, and clarification, when solving irrational inequality problems. This research is descriptive research with a qualitative approach. Data collection techniques used controversial problem tests, problem-solving tests, think-aloud methods, and task-based semi-structured interviews. The data analysis technique used was qualitative data analysis with steps of data reduction, data presentation, and conclusion. The validity of the data used triangulation techniques and member checks. The results show that students' metacognitive problem-solving skills at the initial controversial reasoning level can meet the three indicators of metacognitive activity at the stage of understanding problems and determining the problem-solving strategy plan. Students' metacognitive problem-solving skills at the level of exploration can fulfill the three indicators of metacognitive activity at the stage of understanding problems, determining the problem-solving strategy plans, and completing problem-solving strategies. Students' metacognitive problem-solving skills at the level of clarification can meet the three indicators of metacognitive activity at the stage of understanding the problem, determining the problem-solving strategy plan, completing the problem-solving strategy, and looking back.

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Levels of Controversial Reasoning of the Pre-Service Teachers to Solve Mathematical Problems

Cited by 5 publications

References 5 publications

Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

Commognitive Conflict of Critical Thinkers in Solving a Controversial Mathematical Problem

Eksplorasi Persepsi Calon Guru Dalam Menyelesaikan Masalah Kontroversial Matematika

Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa

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