Abstract
This study aims to explore and analyze the students' algebraic thinking skills that have early mathematical abilities. This research is an explorative research with qualitative approach. The Subject consists of 3 students who have high early, medium and low mathematical ability. The research instrument is self-researcher with supporting instrument that is about the algebra thinking ability test and interview guidance. The ability to think algebra includes problem-solving skills, mathematical modeling and generalization. Data analysis used qualitative descriptive analysis with guidance indicators of algebraic thinking ability while data analysis of interview uses data reduction step, data presentation, and decision making. Testing data validity using method triangulation. The result of the research is that students with high mathematical preliminary skills (MPS) can solve the problem well, MPS students are able to understand and plan the settlement well, but the mathematical modeling is not accurate so result in the settlement whereas the low MPS students in understanding the problem just read but do not have the solution plan.
Highlights
Algebra is one of the branches that is considered frightening in mathematical material in the School
This research is a qualitative descriptive research because it aims to describe the profile of students' algebraic thinking ability based on early mathematical ability
The preparatory stage in this research is to compile, the problem of mathematical preliminary skills which is a matter of prerequisite for the material of building flat side space, composing instrument of thinking algebra consisting of mathematical modeling problem, mathematical problem solving and generalization
Summary
Algebra is one of the branches that is considered frightening in mathematical material in the School. A prospective teacher recounts his past experiences while learning algebra. Mathematical material can be well understood before learning algebra material in junior high school because it finds abstract symbolic language so it is not easy to understand its meaning (Radford, 2012). The transition from arithmetic to algebra is quite difficult for students as it requires students to make many adjustments even students who are quite capable in arithmetic. Kieran (2004) suggests an algebra learning adjustment that focuses on relationships rather than just counting numbers, focusing on representing and solving problems and focusing on the meaning of the same signs. Most students if given the problem of algebra they directly calculate
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