Abstract
This study aims to determine the level of logical thinking skills of solving ability on math problem of the economy, and the effect on the ability of logical thinking ability in solving mathematical economics at Mathematics Education students Muhammadiyah University Makassar. This research is an ex-post facto nature of causality with total population were 245 people from 8 different classes. Samples invoved 58 students consisting of 2 classes using a sampling technique . The research instrument consists of logical thinking ability test as many as 30 items and problem solving test ability by 5 items were valid and reliable before use. Data were analyzed using descriptive and inferential statistics (correlation and regression analysis). The research findings shows that: (1) The ability to think logically masiswa are in good enough category with an average value of 69.13; (2) The level of mathematical problem solving ability for masiswa economy is in the category quite well with the average value of 74.03; (3) The level of logical thinking ability masiswa correlated with mathematical problem solving ability with great economy of 94.5% relationship where that is located on a well once; and (5) the ability to think logically positive effect on the ability of solving problems with the effect of 89.1% while the remaining 10.9% is influenced by other variables outside the model. On conslusion, the ability to think logically positive effect on the ability of settlement capability, it can be concluded that the higher of logical thinking skills possessed by the student means the student problem-solving abilities are higher.
Highlights
IntroductionEspecially for math teacher candidates, CUPM (2004) recommends that lectures can help students to develop: (1) solid knowledge at the top level; (2) Mathematical thinking and communication skills, including knowledge of various explanations and examples, good quantitative and logical thinking skills in separating and reconnecting component parts of concepts and methods; (3) Understanding and experience with the use of mathematics in various fields; And (4) Knowledge, confidence and motivation to pursue the development of professional mathematics for a long-term career
Students of mathematics as well as teacher candidates have an important role in determining future success in achieving their students' learning outcomes, so that students of mathematics teacher candidate need to be equipped with sufficient experience and better knowledge
Especially for math teacher candidates, CUPM (2004) recommends that lectures can help students to develop: (1) solid knowledge at the top level; (2) Mathematical thinking and communication skills, including knowledge of various explanations and examples, good quantitative and logical thinking skills in separating and reconnecting component parts of concepts and methods; (3) Understanding and experience with the use of mathematics in various fields; And (4) Knowledge, confidence and motivation to pursue the development of professional mathematics for a long-term career
Summary
Especially for math teacher candidates, CUPM (2004) recommends that lectures can help students to develop: (1) solid knowledge at the top level; (2) Mathematical thinking and communication skills, including knowledge of various explanations and examples, good quantitative and logical thinking skills in separating and reconnecting component parts of concepts and methods; (3) Understanding and experience with the use of mathematics in various fields; And (4) Knowledge, confidence and motivation to pursue the development of professional mathematics for a long-term career From these recommendations, it can be concluded that the student of teacher candidate must be equipped with a number of competencies such as mathematical abilities, deep and comprehensive understanding of content and especially process process capability, logical. There are 4 stages of problem solving according to Polya (in Alexanderson, 2000), they are as follows:
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