Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Sulistyani, Dwi; Subekti, Ervina Eka; Wardana, M. Yusuf Setia

doi:10.23887/ijerr.v4i2.30310

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…The problem-solving approach, when applied to classroom instruction, can significantly improve understanding and performance in mathematics (Albay, 2019). For those who have skills at solving problems, they are able to understand complex issues (Pratama and Retnawati, 2018;Nurlaily et al, 2019;Sulistyani et al, 2021). Problem-solving methods affect the students' mathematics learning results (Sappaile and Djam'an, 2017;Purwanto et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

The influence of students’ problem-solving understanding and results of students’ mathematics learning

Sinaga

Sitorus²,

Situmeang³

2023

Front. Educ.

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Problem-solving is the ability to understand issues and steps that will affect students’ mathematics learning results. The research goals are: describing students’ problem-solving understanding and mathematics learning results; testing the influence of gender and grade level on students’ problem-solving understanding and mathematics learning results; and testing the influence of students’ problem-solving understanding on mathematics learning results. The population is all students in the fourth through sixth grades at two primary schools (263 respondents). The sample consists of 244 respondents, with female and male respondents of 123 and 121, and low- and high-grade students of 74 and 170, respectively. The researchers calculated and converted scores into values. Statistical tests were carried out by means of analysis of linear regression and the t-test. The Me of students’ mathematics learning results and problem-solving understanding are 69.679 and 66.889. The female students’ problem-solving understanding Me is greater than male ones’, but male students’ mathematics learning results Me is greater than female ones. The low-grade students’ problem-solving understanding Me is greater than high-grade students, but high-grade students’ mathematics learning results Me is greater than low-grade students. Gender has no influence on students’ mathematics problem-solving understanding or learning results. The grade level has a significant influence on students’ problem-solving understanding but no significant influence on mathematics learning results. The students’ problem-solving understanding has a significant influence on mathematics learning results, with a p value of 0.000. The research findings and results have implications for and contribute to assisting students in processing information and building mathematical knowledge.

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Section: Discussionmentioning

confidence: 99%

The influence of students’ problem-solving understanding and results of students’ mathematics learning

Sinaga

Sitorus²,

Situmeang³

2023

Front. Educ.

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“…However, some students stated that it was more difficult to understand the meaning of the material than the purpose of the practice questions. Accordance to the result, students sometimes have difficulty in understanding the questions given [23].…”

Section: "They Become Perplexed In Understanding Mathematical Concept...mentioning

confidence: 99%

Learning Difficulties in Understanding English Materials of Mathematics Education Students

Wiyanah¹,

Candraningsih²

2022

Proceedings of the 1st UPY International Conference on Education and Social Science (UPINCESS 2022)

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“…A previous study conducted by Sulistyani et al (2021) states that students' difficulties in learning mathematics involve problem-solving skills. This research emphasizes mathematical difficulties in the aspect of skills in relating mathematical concepts to daily life problems.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah

Supriatin,

Latifah,

Annisah

2023

al.ibtida.snj

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This study aims to describe the level of difficulty of students in solving story problems in mathematics learning at Madrasah Ibtidaiyah. This research is a descriptive-analytical study. The participants of the study were third-grade students at one Madrasah Ibtidaiyah in Palangka Raya City, which numbered 34 people and fifth-grade students at one Ibtidaiyah Madrasah in East Lampung City, which amounted to 40 people. Data collection techniques use tests in the form of 10 questions. The tests given to the research sample have met the criteria of validity and reliability. Data analysis techniques use descriptive statistics in the form of tables and graphs through the calculation of averages and percentages. The results of this study explain that, in general, students have difficulty solving story problems. The most difficulty experienced by third graders is associating mathematics with daily life problems, which is 83.82%. In comparison, the most difficulty experienced by fifth-grade students is changing the language of everyday problems into the language of mathematics (making mathematical models or making a solution plan), which is 82%. This research produced a novelty in describing the difficulty of students solving story problems in mathematics learning by linking mathematics to daily life problems in Madrasah Ibtidaiyah.

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Students' Learning Difficulties Review from Mathematics Problem-Solving Ability in Third-Grade Elementary School

Cited by 3 publications

References 31 publications

The influence of students’ problem-solving understanding and results of students’ mathematics learning

The influence of students’ problem-solving understanding and results of students’ mathematics learning

Learning Difficulties in Understanding English Materials of Mathematics Education Students

An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah

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