The influence of problem posing learning on mathematical solution ability of junior high school

Abstract

This study aims to determine the influence of learning problems posing to the mathematical problem-solving skills of class VIII students. The approaches and methods used in this study are quantitative approaches and experimental methods. The design in this research is pre-experimental with form one group pre-tests post-test design. This study was conducted at Junior high School Al Islam Cikampek by taking one class as a sample of research, class VIII C which amounted to 40 students. Sampling using purposive sampling techniques. The instruments in this study used a 4-question description test related to mathematical problem-solving skills with surface area material, prism volume, and pyramid. There are three phases in this research, the pre-test is done to know the initial ability to solve the student’s mathematical problem before given treatment. After being given a pre-test, researchers give treatment by giving teaching using the model problem posing. After treatment, the researchers conducted a post-test to determine the final ability to solve students’ mathematical problems. Based on the analysis results of the test-T for two dependent samples showed there is the influence of learning problems posing to the ability to solve the mathematical problem of class VIII students.

Penjanaan Masalah Matematik dalam kalangan Pelajar: Kajian Literatur Bersistematik

“…The impact of scientific approach and what-if-not strategy utilization towards student's mathematical problem posing ability Azlina, Amin, & Lukito (2018) Creativity of field-dependent and field-independent students in posing mathematical problems Isnani, Waluya, & Rochmad (2020) Problem posing in the proof process identifying creative thinking in mathematics Suarsana, Lestari, & Mertasari (2019) The effect of online problem posing on students' problem solving ability in mathematics Cahyani, Putri, & Fitriani (2020) The influence of problem posing learning on mathematical solution ability of junior high school Nuraeni & Rosyid (2019) Implementation of index card match learning model with problem posing approach assisted by MATLAB software to improve students' problem solving ability Mahendra, Slamet, & Budiyono (2017) Problem posing with realistic mathematics education in geometry learning Darhim, Sufyani, & Bambang (2020) The effect of problem-based learning and mathematical problem posing in improving student's critical thinking skills Nuha, Waluya, & Junaedi (2018) mathematical creative process wallas model in students problem posing with lesson study approach Puspitasari et al (2019) Mathematical problem posing ability in terms of student learning style Toheri, Widodo, & Arif (2020) Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning Fauziah et al (2019) Student's creative thinking skill in mathematical problem posing based on lesson study for learning community Afrilianto, Sabandar, & Wahyudin (2019) Improving students' mathematical problem posing ability using PACE model Awi et al (2018) The profile of creativity and proposing statistical problem quality level reviewed from cognitive style Kadir, Adelina, & Fatma (2018) Solorzano (2014) Problem-posing as a didactic resource in fomal mathematics courses train future secondary school mathematics teachers The relationship between students' problem posing and problem solving abilities and beliefs: A small-scale study with Chinese elementary school children Van Harpen & Sriraman (2013) Berdasarkan Rajah 2 dapat disimpulkan bahawa kajian empirikal terpilih paling ramai dilaksanakan di negara Indonesia sebilang 26 kajian (Afrilianto, Sabandar, & Wahyudin, 2019;Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;…”

“…Interpretasi kedua tertinggi berkait dengan keupayaan menjana masalah ialah keupayaan berfikir secara menyeluruh dimulakan dengan membina masalah diteruskan dengan menyelesaikan masalah yang dibina (Amalina, Amirudin, & Budiarto, 2018;Candiasa, Santiyadnya, & Sunu, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Zahra & Md Nor Bakar, 2013;Gonzales, Gomez, & Alex, 2016;Hendriana et al, 2019;Nuraeni & Rosyid, 2019;Pelczer, Singer, & Voica, 2013;Siswono, Hartono, & Kohar, 2019;Titikusumawati et al, 2019). Interpretasi pada urutan ketiga ialah kemahiran mengemaskini masalah yang telah diselesaikan sebelumnya menjadi masalah baharu yang serupa (Cahyani, Putri, & Fitriani, 2020;Darhim, Sufyani, & Bambang, 2020;Effandi & Norulbiah, 2011;Guvercin, Cilavdaroghi, & Savas, 2014;Tony et al, 2014;Mahendra, Slamet, & Budiyono, 2017;Puspitasari et al, 2019;Suarsana, Lestari, Mertasari, 2019;Zulfikar, Anwar, & Yusrizal, 2020). Urutan keempat ialah proses kognitif dengan membina masalah berdasarkan interpretasi personal yang bersesuaian dengan situasi yang sedia ada (Harry, Tatang, & Utari, 2020;Norulbiah et al, 2016;Nuha, Waluya, & Junaedi, 2018;Siti Mistima, 2016;Supandi et al, 2020;Van Harpen & Presmeg, 2013;Van Harpen & Sriraman, 2013).…”

“…Kedua, semi-structured problem posing adalah ketika pelajar diberikan situasi dengan beberapa aturan, pelajar masih boleh membina masalah dengan cara mengikut pengetahuan matematik yang dimiliki (Awi et al, 2018;Azlina, Amin, & Lukito, 2018;Fauziah et al, 2019;Gonzales, Gomez, & Alex, 2016;Kadir, Adelina, & Fatma, 2018;Titikusumawati et al, 2019). Ketiga, structured problem posing adalah ketika pelajar diberikan suatu masalah kemudian pelajar mengemaskini masalah sedia ada menjadi masalah baharu dengan cara menambah atau mengurangi maklumat, mengubah konteks, atau mengubah soalan (Amalina, Amiruddin, & Budiarto, 2018;Cahyani, Putri, & Fitriani, 2020;Isnani, Waluya, & Rochmad, 2020;Tony et al, 2014). Seterusnya terdapat empat kajian yang menggunakan ketiga-tiganya (Dewi & Marsigit, 2018;Norulbiah et al, 2016;Van Harpen & Presmeg, 2013;Van Harpen & Sriraman, 2013).…”

“…Situasi separa berstruktur ialah situasi dimana pelajar diberikan maklumat berupa jadual, rajah, gambar bangun dua dimensi, dan tiga dimensi dengan disertai maklumat lain seperti ukuran panjang dari bangun tersebut, tetapi tiada soalan (Azlina, Amin, & Lukito, 2018;Awi et al, 2018;Fauziah et al, 2019;Gonzales, Gomez, & Alex, 2016;Isnani, Waluya, & Rochmad (2020); Kadir, Adelina, & Fatma, 2018;Titikusumawati et al, 2019;Zahra & Md Nor Bakar, 2013;Zulfikar, Anwar, & Yusrizal, 2020). Sementara situasi berstruktur adalah pelajar diberikan situasi lengkap dengan soalan kemudian pelajar diminta untuk membina masalah lain yang serupa (Amalina, Amirudin, & Budiarto, 2018;Cahyani, Putri, & Fitriani, 2020;Effandi & Norulbiah, 2011;Harry, Tatang, & Utari, 2020;Suarsana, Lestari, & Mertasari, 2019;Pelczer, Singer, & Voice, 2013;Solorzano, 2014;Tony et al, 2014).…”

“…Ketiga ialah kefahaman konsep (Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Cahyani, Putri, & Fitriani, 2020;Cahyohadi, Sunardi, & Irfan, 2020;Candiasa, Santiyadnya, & Sunu, 2018;Dewi & Marsigit, 2018;Effandi & Norulbiah, 2011;Gonzales, Gomez, & Alex, 2016;Guvercin, Cilavdaroghi, & Savas, 2014;Hendriana et al, 2019;Isnani, Waluya, & Rochmad, 2020;Kadir, Adelina, & Fatma, 2018;Tony et al, 2014;Siti Mistima, 2016;Mahendra, Slamet, & Budiyono, 2017;Pelczer, Singer, & Voica, 2013;Harry, Tatang, & Utari, 2020;Suarsana, Lestari, Mertasari, 2019; Situasi bebas, separa berstruktur, dan berstruktur Lain-lain Tidak menyatakan stimulus yang digunakan Siswono, Hartono, & Kohar, 2019;Supandi et al, 2020;Titikusumawati et al, 2019;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Presmeg, 2013;Van Harpen & Sriraman, 2013;Zahra & Md Nor Bakar, 2013;Zulfikar, Anwar, & Yusrizal, 2020). Berdasarkan Rajah 8, diketahui juga paling banyak pengkaji yang bersetuju bahawa kefahaman konsep ialah faktor yang paling mempengaruhi pelaksanaan penjanaan masalah matematik di kalangan pelajar.…”