Student’s Mathematical Value  in Mathematics Learning Using Non-Routine Problem

Safura, Nurul Ain; Aisyah, Nyimas; Hiltrimartin, Cecil; Indaryanti, Indaryanti

doi:10.21831/cp.v38i3.19032

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…This can happen because students are accustomed to being taught to write information when working on math problems. This is supported by [16,17] that the subject is able to understand the problem by translating the story problem into a simple form because it is implicitly accustomed to being taught by the teacher in the classroom.…”

Section: Seventh Indicatormentioning

confidence: 95%

Analysis of Junior High School Student’s Mathematical Reasoning Ability in Solving Non-routine Problems on Material of Two-variable Linear Equation Systems

Pratiwi¹,

Aisyah²,

Susanti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Reasoning ability encourages students to think logically, so it is a very important part in learning process. This qualitative descriptive study aims to determine the mathematical reasoning ability of Junior High School students in solving non-routine problems of the two-variable linear equation systems material. The subjects were 6 students of class VIII.7 SMP Negeri 17 Palembang. Due to Covid-19, the research was conducted online using test and interviews, and analyzed descriptively. The results showed that of the 7 indicators of mathematical reasoning ability used, high-capable subjects fulfill almost all indicators. Indicators are not fulfilled in namely posing an assumption, perform mathematical manipulation, draw conclusions, compile evidence, provide reasons or evidence for the correctness of the solution to problem 1 and find patterns or properties of mathematical phenomena that will be generalized to problem 2. Indicators that are not fulfilled in medium-capable are perform mathematical manipulation, draw conclusions, compile evidence, provide reasons or evidence for the correctness of the solution and find patterns or properties of mathematical phenomena that will be generalized to problem 2. Students with low-capable still not dominant and only permit indicators to present oral, written, picture and diagram math statement and draw conclusions from those statements.

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Section: Seventh Indicatormentioning

confidence: 95%

Analysis of Junior High School Student’s Mathematical Reasoning Ability in Solving Non-routine Problems on Material of Two-variable Linear Equation Systems

Pratiwi¹,

Aisyah²,

Susanti³

et al. 2021

Advances in Social Science, Education and Humanities Research

Self Cite

View full text Add to dashboard Cite

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Analisis Kesalahan Siswa Dalam Pemecahan Soal Asesmen Kompetensi Minimum Numerasi Berdasarkan Teori Polya

Zeinul Arifin,

Tuhfatul Janan

2023

PANDU

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Qualitative descriptive is the type of research applied to this study, with the aim of describing the types and what causes students to make mistakes in solving AKM numeracy questions. The test is in the form of AKM numeration questions with 6 students as subjects. The results showed that the students' biggest mistakes were made at the stage of implementing the plan with a percentage of 9.96%, the stage of making plans with a percentage of 7.62%, the stage of understanding the questions with a percentage of 7.23%, and 4.88% at the stage of re-examining the results. which is obtained. The cause of the error at the stage of understanding the questions was that students were not used to writing things that were known and asked about the questions, at the planning stage students were not used to writing down the steps for solving them and tended not to understand the questions so that they had difficulty drawing up plans. The cause of the error at the stage of carrying out the plan is the lack of focus on students in counting and writing digit numbers. The cause of the error at the stage of looking back at the results obtained is that students are not used to checking and making conclusions from answers. Keywords: student error, AKM numeration, Polya’s theory

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“…Beberapa langkah pemecahan masalah matematika menurut Polya, antara lain: 1) Tahap memahami masalah, 2) merencanakan penyelesaian, 3) melaksanakan rencana, serta 4) melihat kembali hasil yang diperoleh (Polya, 1973). Polya mengungkapkan perlu ditemukan adanya jalan keluar sebagai pemecah masalah untuk segera mencapai tujuan yang sebelumnya sangatlah sulit untuk dicapai (Safura et al, 2018). Soal yang terdiri atas semua materi pokok AKM numerasi, yaitu diantaranya materi tentang bilangan, aljabar, geometri dan pengukuran, serta data dan ketidakpastian, dengan level soal tingkat SMP dan keseluruhan butir soal yang diberikan adalah 8 butir yang mencakup semua level kognitif berupa pemahaman, penalaran, dan penerapan.…”

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Analisis Kesalahan Siswa Dalam Pemecahan Soal Asesmen Kompetensi Minimum Numerasi Berdasarkan Teori Polya

Arifin,

Janan

2023

AL JABAR: J. Pend. dan Pembel. Mat.

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Qualitative descriptive is the type of research applied to this study, with the aim of describing the types and what causes students to make mistakes in solving AKM numeracy questions. The test is in the form of AKM numeration questions with 6 students as subjects. The results showed that the students' biggest mistakes were made at the stage of implementing the plan with a percentage of 9.96%, the stage of making plans with a percentage of 7.62%, the stage of understanding the questions with a percentage of 7.23%, and 4.88% at the stage of re-examining the results. which is obtained. The cause of the error at the stage of understanding the questions was that students were not used to writing things that were known and asked about the questions, at the planning stage students were not used to writing down the steps for solving them and tended not to understand the questions so that they had difficulty drawing up plans. The cause of the error at the stage of carrying out the plan is the lack of focus on students in counting and writing digit numbers. The cause of the error at the stage of looking back at the results obtained is that students are not used to checking and making conclusions from answers.Keywords: student error, AKM numeration, Polya’s theory

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Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Cited by 6 publications

References 14 publications

Analysis of Junior High School Student’s Mathematical Reasoning Ability in Solving Non-routine Problems on Material of Two-variable Linear Equation Systems

Analysis of Junior High School Student’s Mathematical Reasoning Ability in Solving Non-routine Problems on Material of Two-variable Linear Equation Systems

Analisis Kesalahan Siswa Dalam Pemecahan Soal Asesmen Kompetensi Minimum Numerasi Berdasarkan Teori Polya

Analisis Kesalahan Siswa Dalam Pemecahan Soal Asesmen Kompetensi Minimum Numerasi Berdasarkan Teori Polya

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