Spektrum Symbol Dan Structure Sense Matematika Siswa Madrasah Tsanawiyah

Abstract

The purpose of this study is to determine the symbol sense and structure of mathematical sense in terms of students' ability to solve algebraic problems or other mathematical problems that require symbol expression or structure. Difficulties experienced by students in solving mathematical or algebraic problems may be due to the ability of symbol sense and low structure sense or didactic design that the teacher conveyed is not in accordance with the category of symbols and structure sense that students have. A student with good symbols and structure sense is able to appreciate the power of symbols, knowing when to use the right symbols and being able to manipulate and understand symbols in various contexts. The method used in the study used a qualitative descriptive method. The population of this study was seventh grade students of the Islamic junior high school, the instruments used were symbol and structure sense tests, questionnaires, and interview forms. The results of the study indicate that the ability of symbol sense and student structure sense is still low because of a lack of conceptual knowledge and algebraic manipulation, for this reason it is necessary to have an appropriate learning model to improve both of these abilities.

The Influence of Independent Learning and Structure Sense Ability on Mathematics Connection in Abstract Algebra

“…The sensitivity of the mathematical structure [15] can lead to an intuitive ability to symbolic expressions, including skills to interpret, manipulate, manage, and perform symbols in different roles in learning algebra [16]. Low sensitivity to structure (structure sense) can also affect students' algebraic thinking abilities [17] and the ability to connect mathematical structures in algebra.…”

“…Bass [24] provides an example of how ideas from abstract algebra and other fields of mathematics can be developed from and connected with school curriculum mathematics. Emphasizing mathematics connections and helping to understand the operation or nature of algebra are used to achieve coherence [15] thoroughly.…”

Analisis Kesalahan pada Number Sense dan Structure Sense Ditinjau dari Berpikir Logis

“…Kesalahan fakta berupa mensubstitusikan 45 pada 2 sehingga mendapatkan bentuk pertidaksamaan 45 − 2 > −3. Sugilar et al (2019) kemampuan structure sense peserta didik masih rendah dikarenakan kepekaan simbol dan manipulasi aljabar masih rendah dengan faktor penyebab peserta didik kesulitan mengubah soal cerita ke bentuk simbol, kurang memahami makna simbol atau peubah itu apa, dan kebingungan mengoperasikan simbol itu. Tahap transisi adalah tahapan dimana tahap konkret sudah dilalui namun belum sampai pada tahap formal.…”

“…Peran penting number sense pada pembelajaran matematika yaitu sebagai penunjang untuk peserta didik agar mampu terlibat dalam menyelesaiakan soal pada tingkat yang lebih tinggi (Arhamni, 2020). Peran penting structure sense sebagai kelanjutan dari number sense adalah jika peserta didik memiliki kemampuan structure sense yang baik maka peserta didik menjadi lebih mudah memahami masalah yang berupa peralihan dari bilangan ke aljabar (Sugilar, Kariadinata & Sobarningsih, 2019).…”

Students’ Reflective Abstraction Ability on Linear Algebra Problem Solving and Relationship With Prerequisite Knowledge

“…Students are often taught procedurally how to find a basis for a subspace using matrix manipulation, but may struggle with understanding the construct of basis, making further progress harder (Stewart & Thomas, 2010). Another fact is that mathematics education students tend to have a lack of confidence in communicating mathematical ideas, not being able to provide appropriate arguments in accordance with facts, principles and mathematical procedures, difficulties in proving theorems, reasons for fear of being wrong or not mastering the material properly the ability of symbol sense and student structure sense is still low because of a lack of conceptual knowledge and algebraic manipulation (Kariadinata et al, 2017;Sugilar et al, 2019).…”