The Process of Conceptualization in Solving Geometric-Function Problems

Hutajulu, Masta; Perbowo, Krisna Satrio; Alghadari, Fiki; Minarti, Eva Dwi; Hidayat, Wahyu

doi:10.22460/infinity.v11i1.p145-162

Cited by 3 publications

(6 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It can be seen that all students can write mathematical models of problem questions in the game correctly. This is because students are helped by illustrating problems in the game, thus it is Infinity easier to make mathematical forms of the problem (Harisman et al, 2021;Hutajulu et al, 2022;Kariadinata, 2021). This is in line with Pramuditya, Noto and Syaefullah (2018) that the mathematics RPG educational game is interesting, fun, and educated, because of illustrations.…”

Section: Characteristics Of Students' Low Problem-solving Abilities U...mentioning

confidence: 66%

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Pramuditya

Noto²,

Azzumar³

2022

View full text Add to dashboard Cite

This research is motivated by the problem-solving ability of students is still low, and the teaching materials used cannot be studied independently. The purpose of this study was to determine students' profiles about students' problem-solving abilities seen from indicators of choosing and implementing the problem-solving strategies to solve mathematical and outside mathematics using open-ended-based virtual reality games. A virtual reality game through open-ended-based learning media is made with the concept of moving the situation of learning mathematics in the real world into a virtual world displayed through a computer. This research used a qualitative method with a case study design. The research instrument used is a question of mathematical problem-solving ability through open-ended-based and interview transcripts. The research subjects were six eighth grade Junior High School students consisting of two students with high knowledge, two with moderate knowledge, and two with common knowledge. The result showed that students have different mathematical problem-solving abilities from each indicator, namely 1) identifying the adequacy of data for problem-solving, 2) making mathematical models from everyday situations or problems, 3) selecting and implementing strategies to solve math and math problems outside of using virtual reality games through open-ended based.

show abstract

Section: Characteristics Of Students' Low Problem-solving Abilities U...mentioning

confidence: 66%

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Pramuditya

Noto²,

Azzumar³

2022

View full text Add to dashboard Cite

show abstract

“…On the other side, Vale and Barbosa (2018) stated that students tend to use algebra for processing visual information because they did not yet have a mathematics knowledge for analyzing a problem, or in spite of they have, but it is not yet to understand. Therefore, students tend to depend on algebraic thinking style (Alghadari et al, 2019;Choi & Hong, 2014;Hutajulu et al, 2022;Yuni et al, 2021).…”

Section: Resources For Completionmentioning

confidence: 99%

“…According to the efficiency issue, Vale and Barbosa (2018) stated that an ignored concept happens in solving where it must be involved because students had had knowledge, but they did not understand it. Here, students tend to use their skill procedurally in problem-solving, so there has been an indication that students do not understand correctly for differential chapter conceptually and a consequence is a procedural process as an essential (Alghadari et al, 2019;Hutajulu et al, 2022;Yuni et al, 2021). Besides, without a conceptual knowledge so the procedural knowledge can be limited (Radmehr & Drake, 2017, 2018.…”

Section: Issues In the Inefficient Processmentioning

confidence: 99%

“…Like this case, a lot of research which has explained students constrain in handling a function just for a graphic form. Most students can solve an easy and routine of a differential problem, but they did not have to understand the representation of the derivative graph conceptually (Borji et al, 2018;Hutajulu et al, 2022;Panaoura et al, 2016).…”

Section: Issues In the Inefficient Processmentioning

confidence: 99%

“…Alghadari et al (2019) studied two models of the conceptualization process. Hutajulu et al (2022) studied conceptual systems in cognitive operations. According to these studies, the process of solving geometric function problems has been studied.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Completion for a Geometric-Function Problem: Process and Resources in Efficiency Consideration

Alghadari

Tama

Sudirman

et al. 2022

FRM

View full text Add to dashboard Cite

<span id="docs-internal-guid-5ecda03a-7fff-4511-8377-3818966e9cd8"><span>The cognitive level between teachers and students is clearly different in problem-solving. In the mathematics context, especially the function problem was only in geometric expression form, for knowledge construction and student's learning should use their cognitive level capacity. Not only the solving process is based on that, but also learning should be efficient for all students, and analyzing those processes is the purpose of identification inefficient issues in this study. This investigative study was held on three respondents purposively selected from a science program of senior high school in West Jakarta, Indonesia. This study found that in the solving process, all students chose to construct an algebraic representation of the function by organizing concepts relevant to fragmented conceptualization. The process has held to apply each concept procedurally. There has been a resource and that is one concept of the domain of function, so the completion is an inefficient process because all three students were ignoring it to use. All three process for solving to the student’s academic culture, most common for emphasizing in learning related to the problem and their cognitive capacity.</span></span>

show abstract

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability

Rohaeti¹,

Evans

Wiyatno

et al. 2023

j. math. educ.

View full text Add to dashboard Cite

Equations are often used in mathematics and other subjects, which means that a media can teach students how to solve equations, particularly linear equations of two variables, or Sistem Persamaan Linear Dua Variabel (SPLDV) as it is called in Indonesian, is needed. However, most teachers are still focused on developing the learning process and teaching materials rather than developing an application technology-based learning media. As we know that technology-based learning is currently the focus of teaching and learning activities in the digital era, especially learning after the pandemic. This study aimed to develop an application that can be a reference for teaching media in learning activities to improve students’ mathematical understanding and ability. The developed application is named, Integrated and Convenient Android-based Simulation or Simulasi Android Terpadu dan Nyaman, abbreviated as SANTUY. This development study with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, explained in detail in the paper, took seventy-five subjects consisting of six expert validators, nine users, and sixty students. The expert validators comprised three media experts and three material experts. The evaluation stage involved students from two groups, each consisting of thirty students. The results showed that the average percentage of the feasibility of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 79.62%, which means the application is adequate. The level of usefulness of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 86.11%, which is categorized as “excellent”. In addition, using the SANTUY SPLDV application had a direct positive influence on improving students’ mathematical understanding and ability.

show abstract

The Process of Conceptualization in Solving Geometric-Function Problems

Cited by 3 publications

References 22 publications

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Completion for a Geometric-Function Problem: Process and Resources in Efficiency Consideration

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability

Contact Info

Product

Resources

About