Students’ gesture of naive, routine, and shopisticated behavior oriented on mathematical problem solving

Harun, Lukman; Darhim, D; Dahlan, Jarnawi Afgani; Harisman, Yulyanti; Sovia, Anny; Bakar, Marwia Tamrin

doi:10.1088/1742-6596/1157/4/042074

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…From the nature of the problem solver it does, S3 falls into the naive problem solver category. The research results by Harun, et al (2019), showed that naive problem solvers would tend to behave unwisely and be shown consistently on every question given.…”

Section: Do a Planmentioning

confidence: 99%

“…We use Polya's approach selected because the Polya method has extensively used to solve mathematical problems at primary, secondary, and tertiary levels (In'am, 2014). Several studies have reported regarding the types of student problem solving both by looking at the gesture and behavior side (Harisman et al, 2017;Harun et al, 2019;Muir et al, 2008), and those who see the strategy from the gender side are still limited. Besides, this is important to do because some students at SDN 001 Tarakan are still used to solving problems if they have been given examples of solutions and not all students have shown mastery of the plane figure material.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Dwiyani

Nanna

Kusnadi

2021

JIPM

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<p class="JRPMAbstrakKeywords"><span>Each student's problem solving has different characteristics and can be seen in terms of gender differences. Gender in mathematics achievement is still a hot topic to be researched. Therefore, this study aims to describe the problem solving of primary school students on Geometry using the Polya strategy model in terms of gender. This study uses a qualitative approach design. Participants in this study consisted of 4 high and moderate achievement primary school students of the male and female gender. Data collection providing by problem-solving test, and then we conducted interviews with participants as part of the data triangulation process. Based on the study results, we found that: (1) there are differences in problem-solving strategies carried out by male and female students. For high achievement, male participants are superior, while for moderate achievement, female participants are superior; (2) A male student with high achievement is a good problem solver. A female student with moderate achievement is routine problem-solver, and naive problem-solvers are a female student with high achievement and a male student with moderate achievement. (3) Good problem solver were confident and able to find other ways when encounters obstacles. Routine problem solver do not do the looking back process, so there are mistakes at some of the problem-solving stages, and naive problem solvers only manipulate the numbers on the problem into some calculation operations.</span></p>

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Section: Do a Planmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Dwiyani

Nanna

Kusnadi

2021

JIPM

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“…Hal tersebut sejalan dengan pendapat (Abdullah, Phang, & Abdullah, 2006;Alci & Canca, 2011;Francisco & Maher, 2005;Muir, Beswick, & Williamson, 2008, Harisman, 2021 bagaimana siswa berperilaku dalam pemecahan masalah sangat dipengaruhi oleh profesionalisme guru dalam mengajar pemecahan masalah. Tidak hanya perilaku siswa dalam pemecahan masalah, gestur siswa dalam pemecahan masalahpun dipengaruhi oleh cara mengajar guru (Boaler & Brodie, Cook, Friedman, Duggan, Cui, & Popescu, 2017;Hord et al, 2016;Sovia & Herman, 2020;Thakkar, Shah, Thakkar, Joshi, & Mendjoge, 2012Harun et al, 2019;Noto, Harisman, Harun, Amam, & Maarif, 2017). Jika guru menggunakan teknologi dalam pembelajaran memungkinkan siswa akan memiliki berbagai gestur dalam memahami materi pembelajaran sesuai dengan kecakapan teknologi yang diadaptasi oleh guru.…”

Section: Hasil Dan Pembahasanunclassified

Analisis ketertarikan guru matematika dengan kerangka PIECES terhadap penggunaan software flip pdf profesional

Harisman¹,

Taufik²,

Suherman³

et al. 2022

Jurnal Nasional Pendidikan Matematika

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Abstrak. Proses pembelajaran pada masa pandemi COVID-19 dilakukan secara daring (dalam jaringan), sehingga perlu dilakukan inovasi bahan ajar berbasis teknologi yang dapat membantu peserta didik belajar di rumah. Sebagai dampak dari hal tersebut guru harus dibekali dengan pelatihan-pelatihan yang terkait dengan Technological Pedagogical dan Content Knowledge (TPACK) dalam pengembangan bahan ajar. Namun, yang menjadi pertanyaan, apakah guru tertarik untuk mengikuti pelatihan tersebut, untuk itu perlu dilakukan sebuah survey untuk meninjau sejauh mana ketertarikan guru terhadap pelatihan untuk peningkatan TPACK. Penelitian ini bertujuan untuk melihat ketertarikan guru dengan kerangka PIECES terhadap penggunaan software flip pdf profesional dalam mengembangkan bahan ajar berbasis TPACK. Penelitian survey dilakukan dengan subjek penelitian adalah guru matematika Sekolah Menengah Pertama (SMP) se-kota Padang. Tiga puluh guru matematika dari 24 SMP diberikan pelatihan mengenai aplikasi ini selama enam minggu. Pelatihan diberikan kepada guru mulai dari pengenalan software, penggunaan menu, pembuatan bahan ajar, dan publish online. Setelah pelatihan guru diberikan angket dengan domain kerangka PIECES. Berdasarkan hasil analisis data diperoleh kesimpulan bahwa guru menunjukkan ketertarikan terhadap aplikasi flip pdf profesional dengan tingkat kepuasan tinggi dan menganggap pelatihan yang diberikan adalah penting.Kata Kunci: Flip Pdf Professional, Pembelajaran Daring, PIECES Framework

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“…Student problem solving is influenced by how the teacher behaves (Harisman et al, 2019b). If teachers can develop creative learning media such as videos, ppt, and the web, they will be able to change students' problem-solving to be more sophisticated (Harisman et al, 2018(Harisman et al, , 2019aHarun et al, 2019). The background of teachers in teaching and the experience of the teachers in teaching also affect how the teachers develop media in the learning process (Fauzan et al, 2019;Harisman et al, 2020;Kariman et al, 2019).…”

Section: Repair Suggestionsmentioning

confidence: 99%

“Flipped Classroom Type Peer Instruction-Based Learning” Based on a Website to Improve Student's Problem Solving

Azizah

Fauzan²,

Harisman³

2022

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This study aims to develop learning tools in the form of lesson plans, student worksheets, learning videos, and PPT, based on WEB for first-grade seventh-school material linear equations with flipped classroom-type peer instruction. The development of this WEB-based learning tool uses the Plomp model. The steps for developing web-based learning tools include preliminary needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis. Then product development and assessment. This research was carried out during the product development stage based on needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis and then self-evaluated. The preliminary analysis obtained information that teachers need learning tools that can help students improve problem-solving skills, students need engaging learning media, students are interested in using learning media using videos with a period of 10-15 minutes, and PPT, accessed in the WEB. Then the product is compiled and evaluated on its own, related to the apparent error in using it. Based on the preliminary analysis, learning lessons, student worksheets, learning videos, PPT based on WEB and self-evaluation have been produced, which can then be validated by experts.

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Students’ gesture of naive, routine, and shopisticated behavior oriented on mathematical problem solving

Cited by 8 publications

References 4 publications

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Analisis ketertarikan guru matematika dengan kerangka PIECES terhadap penggunaan software flip pdf profesional

“Flipped Classroom Type Peer Instruction-Based Learning” Based on a Website to Improve Student's Problem Solving

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