Abstract
This study aimed to describe and compare the students’ fluency, flexibility, and originality in solving non-routine problems in the Palembang context. They were depicted from the student’s fluency, flexibility, and originality of solving the horizontal and vertical mathematization forms. This qualitative study employed. The subjects of this study were 30 students of grade nine of junior high schools in Palembang. The instruments used were tests and interviews. The tests were employed to investigate the written horizontal and vertical mathematizations forms. Meanwhile, the interviews were to explore the students’ ideas with inadequately detailed answers. Then, the test and interview data were reduced and grouped based on the indicators of creativity. The reduced data were presented in a descriptive form for conclusions. The results of the data analysis showed that the high-ability students were the most fluent and flexible in solving the problems. Still, the provided solutions were less original and tended to use formal mathematics in the forms of formulas, symbols, and operations. Meanwhile, the moderate-ability students tended to start to solve problems by simplifying them, then presenting them in visual images. The answer sheets of the moderate-ability students revealed their fluency in understanding the problems and solutions, flexibility, and originality of thinking. This study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. Such a condition showed their inability to write the known data and relate the data to other facts they had already learned. As a result, their answers did not represent fluency, flexibility, and originality.
Highlights
Abstrak Penelitian ini bertujuan untuk menggambarkan dan membandingkan kelancaran, fleksibilitas dan orisinalitas dalam menyelesaikan masalah non rutin berkonteks “Palembang”
Problem-solving skill is one reason why these two competencies become the focus of mathematics curriculum in Indonesia
The focus of mathematics class in Indonesia is to develop competencies based on non-routine, open, and real-world problems (Cai & Ding, 2015; Maulana & Yuniawati, 2018; Chong, Shahrill, Putri, & Zulkardi, 2018; Minarni, Napitupulu, & Husein, 2016)
Summary
Abstrak Penelitian ini bertujuan untuk menggambarkan dan membandingkan kelancaran, fleksibilitas dan orisinalitas dalam menyelesaikan masalah non rutin berkonteks “Palembang”. The solution process needs mental and intellectual processes to find solutions based on accurate data and information and drawing precise and accurate conclusions These complex situations often cause students to solve non-routine problems difficultly (Murdiyani, 2018; Hartono, 2014). The problem-solving process is continued by looking for some possible ways to find the best, most appropriate, and easiest solution (Fischer, Greiff, & Funke, 2012). This process allows students to design a problem-solving strategy that they will utilize during the calculation. The process of problem-solving lets students freely use their ideas or create new ideas without being bound or associated with old ideas (AlMutairi, 2015)
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