scholarly journals Mengajarkan Pemecahan Masalah Matematika di Sekolah Dasar

2018 ◽  
Vol 6 (2) ◽  
pp. 215
Author(s):  
Suhartono Suhartono
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Long Term Memory ◽  
Previous Knowledge ◽  
Term Memory ◽  
Two Factors

Abstrak Artikel ini membahas tentang mengajarkan pemecahan masalah matematika di sekolah dasar. Metode penelitian yang digunakan dalam penulisan artikel ini adalah analisa literatur. Beberapa literatur yang berhubungan dengan pemecahan masalah dan pemecahan masalah matematika dianalisa untuk mendapatkan informasi tentang cara mengajarkan pemecahan masalah matematika di sekolah dasar. Pemecahan masalah merupakan sebuah kompetensi yang harus dikuasai oleh peserta didik dalam pembelajaran matematika. Hal ini sebagaimana yang terdapat dalam kurikulum pendidikan Indonesia. Kemampuan pemecahan masalah matematika peserta didik pada tingkat pendidikan yang lebih tinggi, sangat tergantung kepada pengalaman belajar peserta didik ketika di jenjang sekolah dasar. Oleh karena itu, mengajarkan pemecahan masalah matematika sejak jenjang sekolah dasar merupakan sesuatu yang penting. Kemampuan pemecahan masalah (problem solving) setidaknya membutuhkan dua kemampuan, yaitu (1) kemampuan untuk mengidentifikasi masalah, dan (2) kemampuan untuk merencanakan strategi untuk memecahkan masalah. Kemampuan memecahkan masalah merupakan salah satu bentuk keterampilan kognitif. Dengan demikian, kemampuan pemecahan masalah ini akan tergantung setidaknya pada dua hal. Pertama, pengetahuan awal yang dimiliki oleh peserta didik (previous knowledge). Kedua, kemampuan peserta didik untuk memanggil pengetahuan yang tersimpan dalam memori jangka panjangnya (long-term memory). Mengajarkan pemecahan masalah matematika di jenjang sekolah dasar membutuhkan sejumlah kemampuan. Pertama, kemampuan mengajarkan cara untuk mengidentifikasi masalah matematika yang sesuai dengan tingkat perkembangan kognitif peserta didik. Kedua, kemampuan untuk mengajarkan strategi untuk memecahkan masalah matematika Kata kunci: Pemecahan Masalah, Pemecahan Masalah Matematika, Sekolah Dasar Abstract This article discusses about how to teach mathemathical problem solving on elementary school. The method that is used to write this article is literature analysis. Some literatures which are related to problem solving and mathematical problem solving are analysed in order to find information about how to teach mathematical problem solving on elementary school. Problem solving is a competency that is has to be mastered by students in mathemathics education. It is stated in Indonesian curriculum document. The ability of students to solve mathematical problem on higher education is rely on their ability to solve mathematical problem on elementary school. For this reason, it is important to teach mathematical problem solving since elementary school. Problem solving need minimally two abilities, that are (1) the ability to identify the problem, and (2) the ability to plan a strategy to solve the problem. Problem solving is one kind of cognitive skills. For this reason, this skill is depended on two factors. Firstly, previous knowledge that is own by the student. Secondly, the ability of student to retrieve the information from long-term memory.

scholarly journals Profile of Cybernetic Thinking of Students in Mathematical Problem Solving Based on Serialist and Holist Thinking Style

2020 ◽  
Vol 4 (2) ◽  
pp. 122
Author(s):  
Aning Wida Yanti ◽  
Kusaeri Kusaeri ◽  
Mia Kustianingsih
Keyword(s):  
Memory Retrieval ◽  
Short Term Memory ◽  
Mathematical Problem ◽  
Thinking Styles ◽  
Mathematical Problem Solving ◽  
Long Term Memory ◽  
Thinking Style ◽  
Short Term ◽  
Term Memory

This research aim to describe the profile of cybernetic thinking of students in solving algebra problems. This research is a descriptive study with a qualitative approach using questionnaires, written tests, and interview guidelines. Intake of subjects who have Serialist and Holist thinking styles have done using purposive sampling. The results showed students who have the Serialist thinking style at the time of the Sensory Register's attention and good perception so that information stored in Short Term Memory. Retrieval done well even when rehearsal has difficulty because of forgetting certain concepts, but information has been stored well in Long Term Memory. The encoding done well. While students who have Holist style of thinking lack attention and perceptions are not structured so that information is not stored correctly in Short Term Memory. So that retrieval can not be done correctly. Therefore during rehearsal, they have difficulty in applying the settlement method because the information is not stored correctly in Long Term Memory.

Links to Literature: Using Literature to Investigate Transformations

1998 ◽  
Vol 4 (9) ◽  
pp. 510-513
Author(s):  
Jacqueline Harris
Keyword(s):  
Elementary School ◽  
Children's Literature ◽  
Problem Solving ◽  
Everyday Life ◽  
Mathematical Problem ◽  
Children’S Literature ◽  
School Curriculum ◽  
Mathematical Problem Solving

I am always looking for children's literature to make and enrich connections to the elementary school curriculum. In particular, books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. A Cloak for the Dreamer by Aileen Friedman (1994) investigates relationships among shapes and, at the same time, tells a wonderful story.

scholarly journals The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Processing Speed ◽  
Primary School Children ◽  
Numerical Magnitude ◽  
Long Term Memory ◽  
Arithmetic Problem ◽  
Term Memory ◽  
The Relationship

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.

scholarly journals IMPLEMENTATION OF OPEN-ENDED APPROACH TO MATHEMATICAL PROBLEM SOLVING IN CLASS V OF CEWENG JOMBANG ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (1) ◽  
pp. 92-100
Author(s):  
Dyah Ayu Lestari ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Experimental Design ◽  
Positive Response ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Statistical Techniques ◽  
Average Difference ◽  
Class V ◽  
Significant Difference

This study aims to determine the ability of mathematical problem solving before or after the application of the open-ended approach and student’s responses during learning. The techniques used in collecting data were interviews, questionnaire tests, and documentation. This type of research is quantitative with experimental design, statistical techniques are used to analyze the research results. The results of the study can be seen with the results of the pretest and posttest student’s abilities. The ability of students showed an average difference between the pretest and posttest scores of 36.71 and 80.81 and the Fcount was 122.927. So the conclusion is the problem solving ability of students has a significant difference and tends to increase. As well as a very positive response shown by students with a percentage of 84.3%.

A cognitive neuroscience perspective on insight as a memory process: encoding the solution

2022 ◽  
Author(s):  
Jasmin M. Kizilirmak ◽  
Maxi Becker
Keyword(s):  
Problem Solving ◽  
Cognitive Neuroscience ◽  
Memory Formation ◽  
Long Term Memory ◽  
Memory Process ◽  
Insight Problem ◽  
Term Memory ◽  
Insight Problem Solving

This is one of two chapters on "A cognitive neuroscience perspective on insight as a memory process" to be published in the "Routledge International Handbook of Creative Cognition" by L. J. Ball & F. Valleé-Tourangeau (Eds.). While the previous chapter discussed the role of long-term memory for solving problems by insight [https://psyarxiv.com/zv4dk], the current chapter focuses on the role of insight problem solving for long-term memory formation. Insight in problem solving has long been assumed to facilitate memory formation for the problem and its solution. Here, we discuss cognitive, affective, and neurocognitive candidate mechanisms that may underlie learning in insight problem solving. We conclude that insight appears to combine several beneficial effects that each on their own have been found to facilitate long-term memory formation: the generation effect, subjective importance of the discovery of the solution, intrinsic reward, schema congruence, and level-of-processing. A distributed set of brain regions is identified that is associated with these processes. On the one hand, the more affective response related to pleasure, surprise, and novelty detection is linked to amygdala, ventral striatum, and dopaminergic midbrain activity, supporting an important role of reward learning. On the other hand, insight as completing a schema is associated with prior knowledge dependent and medial prefrontal cortex mediated memory formation. Thus, learning by insight may reflect a fast route to cortical memory representations. However, many open questions remain, which we explicitly point out during this review.

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