The Pseudo-Covariational Reasoning Thought Processes in Constructing Graph Function of Reversible Event Dynamics Based on Assimilation and Accommodation Frameworks

Subanji, Rajiden; Supratman, Ahman Maedi

doi:10.7468/jksmed.2015.19.1.61

Cited by 23 publications

(26 citation statements)

References 9 publications

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“…Some researchers of tracing thinking process in mathematics (including problem-solving process and the strategies) have been performed by [18]- [23].…”

Section: B Creative and Creativitymentioning

confidence: 99%

Implementation of Blended Learning Innovation in Graph Theory Application Course to Face the Education Challenge in the 21st Century

Wahyuningsih¹,

Satyananda²,

Ghosh³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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Abstract-Facing the education challenges in the 21st century, Indonesia needs resources that have systematic, logical, creative and cooperative problem-solving skills. A learning alternative in constructivist view that can be applied to improve students' activity and creativity is to apply blended learning innovation in the Graph Theory Application course that combines some types of learning: face-to-face, offline, on line and direct experience in the field. Online learning is done by using ICT module that utilizes Google map. Indirect experience learning in the field, students work together in a group to gain problem-solving experience in the industry.To know the creative thinking process of students in identifying and solving the problems, the researchers used Creative Problem Solving (CPS) model. The searching of the thinking process employing CPS model showed that in step of (1) objective finding, the students were creative in identifying and finding objectives. In stage of (2) fact-finding, the groups of students were creative in collecting data obtained from field surveys, meanwhile in next stage of (3) problem-finding, the students were less creative in finding problems. At this stage, the students were difficult in modeling problems so a guidance was provided to them. In stage of (4) idea-finding, the students were creative in finding ideas to choose the algorithms used. In last two steps of (5) idea evaluation and (6) idea-implementation, the students were creative in implementing the problems into the program and analyzing the process.From the identification of the thinking process using CPS model, the students were creative in the steps of objectivefinding, fact-finding, idea-finding, idea evaluation, and idea implementation. However, in problem-finding step, they were less creative in modeling real problem into graph application problem.

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“…Some researchers of tracing thinking process in mathematics (including problem-solving process and the strategies) have been performed by [18]- [23].…”

Section: B Creative and Creativitymentioning

confidence: 99%

Implementation of Blended Learning Innovation in Graph Theory Application Course to Face the Education Challenge in the 21st Century

Wahyuningsih¹,

Satyananda²,

Ghosh³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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“…Pseudo thinking processes of students in constructing the concept of the area can be described through a cognitive map in Figure 5. The pseudo process experienced by students in constructing the area concept is classified as a true pseudo thinking (Vinner, 1997;Subanji, 2011Subanji, , 2015. Students "seem properly construct" the concept of the area, but when explored in depth, they constructed the wrong thing.…”

Section: S3mentioning

confidence: 99%

“…Nevertheless, a study of pseudo thinking in students' problem solving is still limited. Subanji (2007Subanji ( , 2013, Subanji and Supratman (2015) explored the process of pseudo thinking more deeply by using the framework of Piaget's assimilation and accommodation. In this study the thinking process about the construction of the mathematical concept of "pseudo" is discussed in detail.…”

Section: Introductionmentioning

confidence: 99%

Thinking Process of Pseudo Construction in Mathematics Concepts

Subanji¹,

Nusantara²

2016

IES

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This article aims at studying pseudo construction of student thinking in mathematical concepts, integer number operation, algebraic forms, area concepts, and triangle concepts. 391 junior high school students from four districts of East Java Province Indonesia were taken as the subjects. Data were collected by means of distributing the main instrument and tracer instrument to the subjects respectively. Both instruments were deployed for the purpose of digging up the construction process. The construction was clustered on the basis of the pseudo contruction cases and followed with in-depth interviews to three subjects of each case. The findings show that pseudo construction was identified in four cases. The first case was associated with integer operations, operations of algebraic form, the concept of area, and the concept of triangle. They used analogy of "in debt" to construct concepts of negative number operation. In the second case, they used objects (book, pencil, and thing) to describe variables in the algebraic form operation. For the third case, students deciphered unit area (m 2 ) as multiplication m x m. In the fourth case, students did not pay attention to the requirements of the triangle. Although they gave a right answer to their work, their construction concept was completely false.

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“…The authors recorded the subjects' utterance and the subjects' behavior, including the unique things done by the subjects when solving the problem. This data collection is called think aloud [3], [7], [10] or think out loud/TOL [19]. The think aloud method can be used to explore the process of students' cognition/thinking that can not be observed when students solve a problem [3].…”

Section: Methodsmentioning

confidence: 99%