scholarly journals STRATEGI PEMECAHAN MASALAH DALAM MATEMATIKA

Eksponen ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 54-60
Author(s):  
Karsoni Berta Dinata
Keyword(s):  
Pattern Discovery ◽  
Direct Proof ◽  
Indirect Proof ◽  
Mathematics Problems ◽  
Mathematical Problems ◽  
Proof Verification ◽  
Strategy Pattern

The main purpose of studying mathematics is to find ways to solve problems or mathematics problems. What is meant by problems or mathematics problems is a thing that final result, or how to solve it is not known. In solving mathematical problems there are several strategies that can be used that are: direct proof, indirect proof, verification with contradiction, proof with examples of denying, reverse working strategy, pattern discovery, and the use of bird house principles.

scholarly journals Bimbingan Pembuatan Soal Berorientasi HOTS Bagi Guru Peserta MGMP Matematika SMP Kabupaten Banjar

2019 ◽  
Vol 1 (2) ◽  
pp. 100
Author(s):  
Karim Karim ◽  
Taufiq Hidayanto ◽  
Kamaliyah Kamaliyah ◽  
Maulana Fatiehurrizqie Arrasyid
Keyword(s):  
Community Service ◽  
Junior High School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High School Mathematics ◽  
Higher Order Thinking Skills ◽  
Mathematics Problems ◽  
Service Activity ◽  
Mathematical Problems

Pembelajaran yang berorientasi pada Higher Order Thinking Skill (HOTS) dapat dirancang guru untuk kegiatan proses pembelajaran atau dalam penyusunan soal evaluasi. Soal yang berorientasi pada HOTS diperlukan agar siswa terbiasa dan terlatih untuk menyelesaikan soal yang tidak hanya bersifat hafalan dan pemahaman, maupun penerapan konsep. Banyak penyuluhan atau pelatihan yang telah diperoleh guru dalam membuat soal matematika. Meskipun demikian, pelatihan yang secara spesifik untuk membuat soal matematika yang berorientasi HOTS sangat kurang bahkan belum pernah mereka ikuti. Oleh karena itu, perlu diadakan pelatihan untuk membuat soal matematika yang berorientasi HOTS. Tujuan dari kegiatan pengabdian kepada masyarakat (PKM) adalah membimbing guru matematika SMP dalam menyusun soal matematika yang berorientasi HOTS. Kegiatan yang dilaksanakan bekerjasama dengan MGMP Matematika Kabupaten Banjar. Jumlah peserta yang hadir pada saat kegiatan ada 46 orang. Secara ringkas, tahapan kegiatan meliputi menyiapkan materi sebagai bahan pembimbingan pembuatan soal berorientasi HOTS dan melaksanakan pembimbingan. Kegiatan PKM ini telah menghasilkan 50 buah soal matematika yang berorientasi HOTS. Kategori soal berdasarkan level HOTS, 39 buah (78%) termasuk soal analisis dan 11 buah (22%) termasuk soal evaluasi.The Learning that orienting to the Higher Order Thinking Skills (HOTS) can be designed by the teacher for the learning process activities or in the preparation of evaluation questions. HOTS-oriented problems are needed so that students are accustomed and trained to solve problems that are not only memorizing, understanding, and applying concepts. Teachers have obtained much training in making mathematical problems. However, the training specifically in making HOTS-oriented mathematics problems is lacking. Therefore, the training needs to be held to cause HOTS-oriented mathematics problems. The purpose of community service activities is to guide junior high school mathematics teachers in preparing HOTS-oriented mathematics problems. The activity has been carried out in collaboration with the Mathematics MGMP of the Banjar District. The number of participants who attended the activity was 46 people. In summary, the stages of activities include preparing material as guidance material for making HOTS-oriented problems and implementing mentoring. This community service activity has produced 50 HOTS-oriented mathematics problems. The problem categories are based on the HOTS level; 39 items (78%) included analysis problems, and 11 items (22%) included evaluation problems. 

scholarly journals Students’ Creative Thinking Based on Motivation to Learn During Online Learning

2021 ◽  
Vol 328 ◽  
pp. 06010
Author(s):  
Janet Trineke Manoy ◽  
Astridtia Putri Junita Sari
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Creative Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Mathematics Problems ◽  
Tenth Grade ◽  
Mathematical Problems ◽  
Good Learning ◽  
Level Of Motivation

This research aims to analyze high school students’ creative thinking in solving mathematical problems based on learning motivation during online learning. This type of research is qualitative descriptive research. Five tenth grade students with different levels of learning motivation during online learning, each of which is a representative of the very good and good learning motivation group were chosen to be the subjects of this research. The instruments used in this research were an learning motivation questionnaire during online learning to measure the level of student learning motivation during online learning, mathematics problems to test students’ creative thinking, and interview guidelines. The data on the results of the learning motivation questionnaire during online learning were analyzed using the Likert scale, the data on the results of the creative thinking test were analyzed based on components of creative thinking fluency, flexibility, novelty and the interview data were analyzed using the Analysis Interactive method from Miles and Huberman. The results of this study indicate that not all students with very good levels of motivation during online learning meet the components of creative thinking fluency, flexibility, and novelty. Students with a good level of motivation during online learning meet the creative thinking component, namely fluency.

scholarly journals The role of professional practices of primary school mathematics teachers in developing the skills of creative solution to mathematical problems among their students from the point of view of specialists: دور الممارسات المهنية لمعلمي رياضيات المرحلة الابتدائية في تنمية مهارات الحل الإبداعي للمشكلات الرياضية لدى طلابهم من وجهة نظر المختصين

2021 ◽  
Vol 5 (33) ◽  
pp. 82-61
Author(s):  
Muhannad Muhammad Al-Amary Muhannad Muhammad Al-Amary
Keyword(s):  
Mathematics Teachers ◽  
Primary Schools ◽  
Point Of View ◽  
Professional Practices ◽  
Years Of Experience ◽  
Mathematics Problems ◽  
Significant Difference ◽  
Educational Supervisor ◽  
Mathematical Problems ◽  
Development Of Students

  This study aimed to identify the role played by the professional practices done by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively from a professional point of view. In addition, the study aimed to identify any statistically significant differences in the professional practices according to some variants (job titles, years of experience, and qualifications). To achieve the objectives of the study, the researcher used the descriptive approach in surveys. A questionnaire has been designed as a tool to collect data. The questionnaire has been proved valid, reliable and practical when responded to by a sample included 80 Mathematics teachers and supervisors at Jeddah Directorate of Education (31) educational supervisors and (49) primary teachers. The questionnaire has been analyzed and statistically processed by SPSS. The research has formulated a list of professional practices done by Mathematics teachers at primary schools to develop students’ creativity skills in solving Mathematics problems, which all were of equal high importance and came in a descending order in three axes: understanding the problem, execution planning, and generating ideas. Also, the study found that there are statistically significant differences in the responses in average for the job title (educational supervisor, teacher) variant concerning the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively in all axes and in the questionnaire as whole. In addition, there is a statistically significant difference at ≥α)0.05) between the averages of responses of professionals according to the qualifications and years of experience on the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively for both the understanding problems and generating ideas axes. There are not any statistically significant differences in the execution and planning axis. Hence, the study set a model proposal for the roles to be played and practiced professionally by Mathematics teachers at primary schools to develop students’ skills in solving Mathematics problems creatively. In the light of the study, the researcher introduced a set of recommendations and suggestions.

scholarly journals ANALISIS KOMPONEN LANGUAGE KERANGKA KERJA ELPSA TERHADAP KEMAMPUAN MENGAJUKAN MASALAH MATEMATIKA SISWA SMP DITINJAU DARI GAYA BERPIKIR KOGNITIF

2018 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Kanti Warih Ade Indriani ◽  
Fauzi Galih Lutfianto
Keyword(s):  
Language Skills ◽  
Average Score ◽  
Learning Design ◽  
Student Groups ◽  
Learning Framework ◽  
Mathematics Problems ◽  
Design Learning ◽  
Mathematical Problems ◽  
Class Viii ◽  
Figure Test

From the experience and observation of the author, during this learning of Mathematics generally only solve the problem alone, without familiarize the students to compile their own questions. So that students are less able to use their own language in solving the given problem. Language factor is less calculated as a possible one of the causal factors. ELPSA is a design/learning framework consisting of 5 component sequences, one of which is language. In learning ELPSA students are accustomed to asking productive and effective questions. This study aims to analyze the students' language skills in ELPSA learning design on the ability to issue Mathematical problems in terms of the cognitive thinking style. This study is a descriptive qualitative research. The subject of this research was conducted in class VIII SMP 1 Maluk. Its divided into two groups. With one group is given conventional learning and one group get learning using ELPSA design. The instrument used is Matching Familiar Figure Test (MFFT) to find out the type of cognitive style of each student and the Matter of Matter Problem Matter. Based on research that has been done, obtained results group of students reflective dominant than Impulsive students. In the student's ability to pose mathematical problems, Reflective student groups are better than Impulsive. While on the average score on the ability to solve Mathematics problems, Learning using ELPSA design is higher than learning without using ELPSA. That is, ELPSA learning design can help students develop language skills especially in raising math problems.

scholarly journals Teaching Mathematics Based on Graphic Management in Problem Solving Topics

2022 ◽  
Vol 7 (1) ◽  
pp. 352-366
Author(s):  
Dharshini Gunasegar ◽  
Siti Mistima Maat
Keyword(s):  
Problem Solving ◽  
Study Participant ◽  
Deep Understanding ◽  
Structured Interview ◽  
Research Approach ◽  
Mathematics Proficiency ◽  
Mathematics Problems ◽  
Four Corners ◽  
Mathematical Problems ◽  
Management Students

Problem solving is a very important skill in mathematics that students need to master. These skills require logical thinking, deep understanding, mastery of concepts and making connections with existing knowledge. This study aimed to determine the effectiveness of graphic management -based mathematics teaching in problem-solving topics. This study uses a qualitative research approach with a case study design involving one study participant. Participants of the study were randomly selected among year 3 students with a moderate level of Mathematics proficiency. To collect data, graphic management of “Four Corners and A Diamond” and semi -structured interview sessions were conducted. Data collection from graphics management was analyzed descriptively and these interviews were analyzed inductively to obtain specific themes based on the transcripts. Findings of the study show that with this graphic management, students can organize information from questions in the form of appropriate graphics and facilitate their understanding. The implication of this study is that students can solve mathematical problems through the arrangement of information correctly based on the graphic management of "Four Corners and A Diamond". This study can also encourage teachers to use graphic management in helping students to solve non-routine mathematics problems more conceptually.

Meningkatkan Kemampuan Pengajuan Masalah Serta Penyelesaian Masalah Matematika Melalui Pembelajaran Berbasis Masalah Pada Mahasiswa Jurusan Pendidikan Matematika STKIP “Tapanuli Selatan” Padang Sidempuan

2014 ◽  
Vol 3 (2) ◽  
pp. 165-172
Author(s):  
Sinar Depi Harahap
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Strong Association ◽  
Mathematics Problems ◽  
New Information ◽  
Learning Mathematics ◽  
Before And After ◽  
Mathematical Problems ◽  
Mathematical Relationships ◽  
Math Problems

Learning mathematics should be able to improve the abilityand creativity in learning mathematics, especially in solving mathematical problems. To improve theability of anappropriate learning need sand learning mathematical problem submissionis in accordance with the needs of students in facilitating the completion of (solution) of the mathematical problem significantly. To obtain data submission capability math problem students, the research for mulated the problemas follows: (a) How does the ability filing math problems before and after the learning seen from the stage before and during problem solving?,(b) How is the level of complexity of the questions asked of students according to the structure of language and mathematical relationships?, (c) how associations filing capability math problems with the ability of the settlement (solving) the mathematical problem?.To answer this problem conducted experimental research on mathematics semester students majoringin STKIP "Tapanuli Selatan" Padangsidimpuan. Results showed that (a) the ability of the student submission mathematical problemsseen from the stage before and during the settlement of problems inproblem-based learningis quite good, as shown by the large percentage of math questions that can be solved either with new information and without any new information. (b) Differences filing capabilities grade math problems and problem-based learning class conventional learningis significant. (c) the ability filing math problems with the ability of the settlement (solving) the strong association of students of mathematics problems.

scholarly journals Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers

2021 ◽  
Vol 4 (3) ◽  
pp. 223-241
Author(s):  
Chipo Makamure ◽  
Zingiswa M Jojo
Keyword(s):  
Spatial Orientation ◽  
Visual Information ◽  
Spatial Models ◽  
Spatial Skills ◽  
Mathematics Problems ◽  
Visual Spatial ◽  
Mathematical Problems ◽  
The Subject ◽  
And Mathematics ◽  
Coordinate Geometry

Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.

scholarly journals Classification of Student Reasoning Skills in Solving Mathematics Problems in Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 95
Author(s):  
Joko Sulianto ◽  
Sunardi Sunardi ◽  
Sri Anitah ◽  
Gunarhadi Gunarhadi
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Mathematical Reasoning ◽  
Student Reasoning ◽  
School Students ◽  
Reasoning Abilities ◽  
Mathematics Problems ◽  
Mathematical Problems

The purpose of this study was to describe the classification of students' reasoning abilities in solving mathematical problems in elementary schools. The focus of this study is the classification of students' reasoning abilities in solving mathematical problems in the elementary schools of the city of Semarang. This study uses a qualitative approach. The Research subject is elementary school students at Tambakrejo Elementary School Semarang. Data is taken using tests. Based on data analysis, the reasoning classification is as follows: 36.25% understand the meaning in low categories, 37.5% think logically in low categories, 31.1% understand negative examples in low categories, 17.05% think deductions in very low category, 18.15% think systematically in very low categories, 31.65% think consistently in low category, 34.85% make excuses and determine strategies in low category, 49.85% determine method in low category, and 24.3% draw conclusions in low category. Thus the reasoning ability of students is low, students have not been able to think logically to make connections between empirical facts and the problems faced so they are not able to draw conclusions, students have not been able to do the thinking process to make arguments so that new statements are based on facts, it is necessary to develop learning models to improve mathematical reasoning of elementary school students

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MENGEMBANGKAN RANCANGAN PERMASALAHAN MATEMATIKA DITINJAU DARI LEVEL KEMAMPUAN BERPIKIR SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 49-68
Author(s):  
Baiq Rika Ayu Febrilia ◽  
Eliska Juliangkary
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Design Problems ◽  
Mathematics Problems ◽  
Before And After ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Level Of Thinking ◽  
Level Of Understanding

The ability of a teacher to design mathematical problems affects the characteristics and quality of mathematics learning that teachers do in class. Therefore, teachers need to have insight into how to design problems to encourage certain students' thinking skills. This study aims to describe improvement in teacher's ability to design mathematics problems before and after discussion activities designed by researchers. The method used is qualitative descriptive with the subject of seven junior high school mathematics teachers. Based on the results of this study it was found that after participating in the discussion activities, the number of teachers who designed problems that could encourage the level of thinking ability to apply decreased by 28.57%, the level of evaluation increased by 21.43%, the level analyzed remained, and the level of understanding increased by 7.14%. From 28 problems that have been designed both before and after the discussion activities, it is found that 10.71% is a matter that drives the level of understanding, 50% encourages the level of application, 17.86% encourages the level of analysis and 21.43% encourages the level to evaluate.

Posing Problems from Children's Literature

2006 ◽  
Vol 12 (7) ◽  
pp. 362-366
Author(s):  
Elaine Young ◽  
Christine L. Marroquin
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
National Council ◽  
Reform Mathematics ◽  
Mathematical Learning ◽  
Mathematics Problems ◽  
Mathematical Connections ◽  
Mathematical Problems ◽  
Problem Solve

One of the most important principles in reform mathematics is allowing students to be challenged by mathematics problems (Hiebert et al. 1996). Historically, mathematical problems have required students to apply a known procedure to produce an expected answer. The National Council of Teachers of Mathematics (NCTM 2000) has called for changes in the problems that are typically posed to students, asserting that such problems should instead require students to reason, communicate, represent, problem solve, and make mathematical connections. Posing open-ended, extendable problems allows students to construct their own mathematical learning and understanding by building on previous experiences and making connections among topics and disciplines.

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