Rigorous mathematical thinking based on gender in the real analysis course

Firmasari, Siska; Sulaiman, Herri; Hartono, Wahyu; Noto, Muchamad Subali

doi:10.1088/1742-6596/1157/4/042106

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…This difference is in line with the statement put forward by Hardy et al (2015) that male students are able to see interconnected information to develop appropriate strategies or problem-solving methods, while female students have a more complete and orderly pattern of thinking. The same thing was expressed by Firmasari et al (2019) that male students are weak in understanding basic concepts, while women always follow the examples of answers given.…”

Section: Learning Trajectory S1 and S2 In Developing Problem Solving ...mentioning

confidence: 75%

Students’ Learning Trajectory in Solving Fraction Problems: Cases of Boy and Girl Students in Junior High School

Rizal

Siswono

Nurdin³

et al. 2023

Stud. Learn. Teach.

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This study aims to describe the learning trajectories of male and female students in solving fraction problems. The research subjects consisted of a male student and a female student who had the same mathematical ability. Learning trajectory data for both subjects were taken through fractional problem solving tests and in-depth interviews. Observations focused on the four stages of problem solving strategies, namely understand the problem, divide a plan, carry out the plan, and look back. Data analysis begins with examining all data, reducing data, grouping data, categorizing, coding, and finally checking data through time triangulation. The results of the study show that in understanding the problem, boys identify goals and information to solve the problem to state its completeness, and girls identify information to solve the problem to state its completeness. In making plans, girls complete in detail and involve many concepts, while boys only have one concept, so girls' learning trajectories are longer. While carrying out the plan, the two solve problems according to the plan. Looking back, girls used more than one method alternative while boys only used one alternative.

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Section: Learning Trajectory S1 and S2 In Developing Problem Solving ...mentioning

confidence: 75%

Students’ Learning Trajectory in Solving Fraction Problems: Cases of Boy and Girl Students in Junior High School

Rizal

Siswono

Nurdin³

et al. 2023

Stud. Learn. Teach.

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“…Guru yang profesional adalah dambaan dari setiap peserta didik yang ada di Nusantara ini [4]. Guru ini bercirikan guru yang memesona yang mana kreatif dan inovatif merupakan hal yang melekat pada guru ini [5]. Guru yang memesona merupakan hal yang paling disukai peserta didik, ketika guru tidak masuk ke kelas karena sakit ataupun berhalangan hadir karena rapat, peserta didik merasa sedih dan kehilangan guru tersebut.…”

Section: Pendahuluanunclassified

Sosialisasi Program Profesi Guru (PPG) Dalam Jabatan (Daljab) di Sekolah Raudhatul Athfal (RA) Baiturrahman Cirebon

Sulaiman,

Khaerudin

2021

Jurnal Abdimas PHB

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Kegiatan Pengabdian Masyarakat (PKM) ini bermitra dengan kelompok kerja guru Raudhatul Athfal (RA) Baiturrahman di komplek Bima Kota Cirebon. Jenis kegiatan PKM ini dengan memberikan sosialisasi informasi seputar program profesi untuk guru Raudhatul Athfal (RA). Adapun materi dari kegiatan sosialiasi ini ialah pemberian informasi kepada guru terkait pendaftaran untuk mengikuti PPG ke BELMAWA, seleksi masuk PPG, kegiatan PPG dimulai dari perkuliahan Daring (selama 3 bulan), Lokakarya, PPL, Ujian Kinerja sampai dengan pemberian kisi-kisi materi untuk Ujian Pengetahuan. Selain itu produk dari pengabdian ini berupa draft yang berisi tentang panduan untuk mengikuti Program Profesi Guru (PPG) bagi guru-guru RA Baiturrahman. Kemudian akan ada kegiatan pendampingan dan konsultasi untuk guru-guru RA yang akan mengikuti kegiatan Program Profesi Guru (PPG) pada tahun 2020 selama durasi PKM ini dilaksanakan.

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“…The process of solving a creative problem is determined by the performance of algorithmic and heuristic techniques (Firmasari, Sulaiman, Hartono, & Noto, 2019;Borodina, 2020). At the same time, as is known, algorithms are a system of operations that provides the solution of a specific, known class of problems Nurkaeti et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Problems with the Requirement to “to Prove” as a Training of Creative Mathematical Thinking

Moiseienko,

Shehda

2024

Problems of Modern Psychology

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According to the results of the analysis of research on creative mathematical thinking, it was established that the exploratory mathematical process is the process of setting and solving a mathematical problem. It has been found that questions activate the mental actions of both those who ask them and those who answer them. It is emphasized that the process of solving a creative problem is determined by the performance of algorithmic and heuristic techniques that can and should be developed. They should contribute to the production of various ideas, their qualitative examination and selection. The aim of the article research. To analyze the potential possibilities of the experience of solving problems with the requirement to “to prove” with the active use of cause and effect questions to activate creative mathematical thinking. For this purpose, the method of analyzing students’ searching actions while solving creative mathematical problems was used. The results of the research. It was established that the application of a wide range of questions in the process of solving creative mathematical proof problems activates thinking components: understanding the problem, predicting solution ideas, approbation of thinking results, which become more complementary. It was found that special questions ensured the actualization of existing knowledge, experience, and skills, the flow of associations, imagination, which contributes to deepening the understanding of the meaning of a mathematical problem. It was established that predictive thinking actions, which under the influence of special questions generate a high-quality leading idea for solving the problem, contribute to filling it with content due to the active mental modification of structural elements, the emergence of thought new formations. The possibility of forming the skills of a critical attitude to various kinds of thinking discoveries with the help of their approbation with special questions has been proved. This becomes the basis for building a clear logical chain of reasoning from what is given to what needs to be proved in proof tasks. Conclusions. Solving mathematical proof problems with the active use of cause and effect questions activates creative mathematical thinking.

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Rigorous mathematical thinking based on gender in the real analysis course

Cited by 5 publications

References 8 publications

Students’ Learning Trajectory in Solving Fraction Problems: Cases of Boy and Girl Students in Junior High School

Students’ Learning Trajectory in Solving Fraction Problems: Cases of Boy and Girl Students in Junior High School

Sosialisasi Program Profesi Guru (PPG) Dalam Jabatan (Daljab) di Sekolah Raudhatul Athfal (RA) Baiturrahman Cirebon

Problems with the Requirement to “to Prove” as a Training of Creative Mathematical Thinking

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