The characteristics of failure among students who experienced pseudo thinking

Anggraini, Dila; Kusmayadi, Tri Atmojo; Pramudya, Ikrar

doi:10.1088/1742-6596/1008/1/012061

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…The mistakes in the thinking structure of problem-solving students in completing PISA questions according to Polya's theory analysis include, among others, students misunderstanding the problem, students needing to be corrected in devising a plan, carrying out the plan, and looking back. This finding is reinforced by research stating that students with low problem-solving abilities in completing PISA questions will experience mistakes in the completion step (Anggraini, Kusmayadi, and Pramudya 2018).…”

Section: Data Description Of Students' Thinking Structure Mistakes In...mentioning

confidence: 97%

“…States that it is the same that students focus on one question information only so that they forget the information in the questions that must also be answered or developed. This can happen because they need to record the complete and comprehensive data on information about the questions (Andriani, Triyanto, and Nurhasanah 2021;Anggraini et al 2018).…”

Section: Data Description Of Students' Thinking Structure Mistakes In...mentioning

confidence: 99%

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Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure

Buhaerah,

Prayogo,

Ahsanul Haq

et al. 2023

JPMIPA

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The mistake in problem-solving indicates the presence of the cognitive structure parts, which are problematic. One of the causes is thinking structures that need to be better organized and connected or experience cognitive mistakes. This study aims to describe students' thinking structure mistakes in solving PISA questions and the efforts to correct these mistakes through defragmenting thinking structures. This study uses a qualitative approach. This study uses a qualitative approach, including data reduction, presentation, and conclusion. Based on the results of the study, the mistakes of the students' thinking structures in problem-solving to finish the PISA questions were experienced by all subjects, including students misunderstanding the problem, mistakes in devising a finishing plan, carrying out a finishing plan, and rechecking process. These mistakes are influenced by several reasons, including the need for literacy skills in reading the meaning of the questions, not focusing on essential instructions on the questions, mastery of understanding the concept of prerequisite material, mistakes in operating, and the structured and analysis errors. The defragmenting process is carried out to correct students' thinking structure mistakes in problem-solving through intervention processes including scaffolding-review, scaffolding-restructuring, scaffolding-explaining, cognitive conflict, and disequilibration.

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Section: Data Description Of Students' Thinking Structure Mistakes In...mentioning

confidence: 97%

Section: Data Description Of Students' Thinking Structure Mistakes In...mentioning

confidence: 99%

Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure

Buhaerah,

Prayogo,

Ahsanul Haq

et al. 2023

JPMIPA

View full text Add to dashboard Cite

show abstract

“…Munculnya pikiran pseudo juga dapat dilihat dari kemungkinan jawaban yang diberikan siswa, tampak dari jawaban yang benar mungkin tidak semata-mata dihasilkan dari proses berpikir yang benar, sebagaimana jawaban yang salah tidak semata-mata dihasilkan dari proses berpikir yang salah (Adhitya & Prabawanto, 2019;Anggraini et al, 2018;Herna et al, 2016;Nizaruddin & Kusmaryono, 2023). Mereka sering memberikan jawaban secara spontan tanpa memeriksa atau mengontrol proses berpikirnya (Nizaruddin & Kusmaryono, 2023;Vinner, 1997;Wibawa et al, 2018).…”

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Analisis kemampuan pemecahan masalah ditinjau dari pikiran pseudo

Wulandari,

Purnomo,

Mawarsari

2023

Math Didactic

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan siswa memecahkan masalah. Kemampuan tersebut mencakup pemahaman mendalam yang melibatkan aspek konseptual dan potensi munculnya proses berpikir pseudo selama menyelesaikan masalah matematika. Penting bagi para pendidik untuk memahami kemampuan siswa dalam memecahkan masalah, dengan mempertimbangkan kemungkinan terjadinya proses berpikir pseudo selama proses pemecahan masalah. Berupa penelitian deskriptif kualitatif dengan subjek penelitian 30 siswa SMP kelas VII yang dianalisis lebih lanjut sebanyak 3 siswa, dikategorikan berdasarkan kemampuan matematisnya yaitu kemampuan tinggi, sedang dan rendah. Analisis data dilakukan dengan triangulasi data yaitu tes kemampuan, observasi dan wawancara. Tahapan dalam proses analisis dilakukan dengan reduksi, penyajian dan verifikasi data. Hasil penelitian menunjukkan bahwa siswa mengalami konteks pikiran pseudo dalam langkah pemecahan masalah yang berbeda, subjek KT mengalami pikiran pseudo dalam tahap merencanakan dan memeriksa, sementara KS pada tahap melaksanakan dan memeriksa, dan KR mengalami hal serupa pada seluruh langkah polya. Diharapkan untuk penelitian selanjutnya agar dapat melibatkan pengembangan strategi pembelajaran yang dapat mengurangi pikiran pseudo dalam proses berpikir siswa ketika memecahkan masalah matematika.

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The characteristics of failure among students who experienced pseudo thinking

Cited by 2 publications

References 5 publications

Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure

Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure

Analisis kemampuan pemecahan masalah ditinjau dari pikiran pseudo

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