Improvement Of Mathematical Problem Solving Ability Research Articles

Hubungan Gaya Kognitif Siswa Dengan Kemampuan Pemecahan Masalah Matematika

This article discusses the relationship between students' cognitive style and mathematical problem-solving abilities in the number pattern material carried out at SMP Negeri 1 Botupingge in the odd semester of the 2021/2022 academic year. The research method used is a survey method with a correlational approach, with a questionnaire instrument to determine students' cognitive style and problem-solving tests to measure students' mathematical problem-solving abilities. The results showed that the correlation coefficient between students' cognitive styles and mathematical problem-solving abilities was 0.60, which means that there is a relationship between students' cognitive styles and mathematical problem-solving abilities at a high level. The coefficient of determination of 0.36 indicates that 36% of the contribution of cognitive style to the improvement of mathematical problem-solving abilities, and the remaining 64% is determined by other factors.

Perbedaan Kemampuan Pemecahan Masalah Matematis dan Self-Confidence Siswa antara Model TPS dan PBL

This research is motivated by the low ability to solve mathematical problems. There is also another important aspect, namely self-confidence, which is one of the attitudes that get attention. The learning model that is supposed to be used to improve students' mathematical problem-solving skills and self-confidence is the Think Pair Share and Problem Based Learning cooperative learning model. This study aims to determine the differences in mathematical problem-solving abilities and self-confidence between students who received the TPS and PBL models. The research method is quasi-experimental with the entire population of class X MAN 2 Garut. The research sample consisted of two classes, namely class X MIA-1 as many as 29 students and class X MIA-3 as many as 31 students. The research instrument is a description of the problem-solving ability test and a self-confidence questionnaire. The results of the analysis showed that there was no difference in the achievement and improvement of mathematical problem-solving abilities between students who received the TPS and PBL models. The students' self-confidence interpretation of the TPS and PBL models is in the sufficient category.

THE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITIES, SELF-REGULATED LEARNING, AND VBA MICROSOFT WORD IN NEW NORMAL: A DEVELOPMENT OF TEACHING MATERIALS

The new normal period makes ICT-based education the spearhead of the implementation of learning. This becomes an obstacle and a challenge for students, especially in the mathematical problem-solving ability (MPSA), which is very important for students because it is a prior mathematical ability and is included in HOTS. Self-regulated learning in mathematics (SRL) also has a significant role in adapting to learning in the new normal and influences students' mathematical learning outcomes. However, the facts on the ground show that these two abilities are still low. To solve this problem, the researchers developed VBA Microsoft Word-based teaching materials on the relevant polyhedron materials for use so that learning would be more optimal. The method used in this research is an experimental method with a pretest-posttest control group design. The population is all the students in Cimahi City, while the sample is two classes randomly selected. This study indicates that VBA Microsoft Word-based teaching materials are appropriate to be applied in the new normal period, as indicated by the results of the achievement and improvement of MPSA and SRL of students is better than ordinary learning. There is an association between MPSA and SRL and positive response even though they still have difficulty making mathematical models on MPSA questions. Students are more enthusiastic in learning and don't get bored quickly; in line with the challenges of the new normal, the industrial revolution 4.0, and the learning curriculum, learning is more structured, interactive, effective, and efficient.

CORE RME learning model on improving students’ mathematical problem-solving ability

The use of learning models is crucial to consider to facilitate students’ mathematical problem-solving ability (MPSA). Therefore, this study was conducted to analyze the comparison of improving MPSA between students who learn through the model of Connecting, Organizing, Reflecting, and Extending with Realistic Mathematics Education (CORE RME), CORE model, and conventional model. Participants of this study consist of three groups of junior high school students, namely students who learned through the model of CORE RME of 50 people, students who learned through the CORE model of 49 people, and students who learned through the conventional model of 46 people. The findings in this study are that there were significant differences in the improvement of students’ MPSA who learn through the model of CORE RME, CORE model, and conventional model. Multiple comparison test results show that the development in the MPSA of students who learn through the CORE RME model was better than the students learning through the CORE model. There was no significant difference in the improvement of MPSA between students who learn through the CORE RME model and the conventional model, as well as between students learning through the CORE model and the traditional model.

Pengaruh Model Pembelajaran Index Card Match (ICM) dengan Problem Posing Berbantuan Software MATLAB terhadap Kemampuan Pemecahan Masalah

The purpose of this study is to examine the effect of Index Card Match (ICM) learning model with Problem Posing approach and assisted by MATLAB software to improve problem-solving abilities both overall and reviewed from the students' early mathematical abilities. This research is quasi-experiment research with non-equivalent control group design. The population in this study is all students of class XI SMA N 2 Kuningan, with purposive sampling technique took two classes as a sample. The result of data analysis shows the average of students' initial problem-solving ability in the experimental group is equal to the average of students' initial ability in the control group with a significance value are 0.212. After the treatment, there are differences in problem-solving ability in the experimental class and control class that are 3.38 and p-value of -2.563 with asymp. sig 0.010, the rejection for H0 which means the ability to solve mathematical problems in the experimental class is better than the class control. But there aren’t differences in problem-solving abilities in the experimental class and control class with p-value 0.515 and sig 0.476, the acception for H0 which means there aren’t differences the improvement of mathematical problem-solving ability in the experimental class and the control class.

Analysis of Differences in Improvement of Mathematical Problem Solving Ability of The Students at Upper Secondary School 3 Sidikalang Based on Contextual Learning Model And Direct Learning Models

This research aims to analyze differences in the improvement of students' mathematical problem-solving ability (MPSA) through contextual learning model and direct learning model. Type of research is a quasi-experimental study. The research population was all students of upper secondary school (USS) at Sidikalang which consisted of nine classes by taking classes IX-4 and IX-5 as the sample. In this research students is categorized to master MPSA if they do MPSA test, they understand the problem, choosing a problem solving strategy, executing the strategy, and concluding the solution in line with the initial problem.Problems are designed contextually. Based on the results of this study it was found that there were differences in the improvement of MPSA between students taught through contextual learning model and through direct learning model and the students MPSA are categorized good. MPSA N-Gain of the taught through contextual learning models is higher than students taught through direct learning models.

PENERAPAN PENDEKATAN OPEN-ENDED UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA MTS

This research aims to examine the differences in the improvement of mathematical problem-solving abilities of MTs students with an open-ended approach and conventional learning. In this research the researchers applied quasi-experimental method, where the samples in this research are students of class VII MTs in Cianjur district and take the subject of students of MTs Tanwiriyyah class VII I a total of 41 students as experimental class who get the learning treatment using the approach Open-Ended and class VII H totaling 40 students as control class that get conventional learning. In this study the instrument that applied the test instrument of the problem-solving ability of mathematics as much as 4 item. The result of N-Gain data analysis using t` test shows students' mathematical problem-solving ability of the experimental class is better than the control class.

PENGARUH METODE PEMBELAJARAN BERBASIS MASALAH TERHADAP SELF-EFFICACY DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA SISWA SMA

This study aims to investigate the ability of self-efficacy and improvement of students' mathematical problem-solving ability through learning by using Problem Based Learning (PBL) methods. This study uses quasi experimental methods with final test control design for mathematical self-efficacy and pre-test post-test for mathematical problem-solving ability in terms of students' early math skills. The sample of this research is the students of class X IPA in SMA 3 and SMA 4 Kabupaten Tanggerang in odd semester of academic year 2017/2018 as many as 96 students. The result of this researh are (1) There is an improvement of mathematical problem-solving ability of students who are treated with PBL methods is better than students who get conventional learning; (2) There is an interaction between learning method and early math ability (KAM) to improving students mathematical problem-solving ability; (3) There is an improvement of mathematical problem-solving ability in students with high KAM; (4) There is no improvement of mathematical problem-solving ability in students with low KAM; (5) Self-efficacy of students who are treated with PBL methods is better than students who get conventional learning; (6) There is an interaction between learning method and early math ability (KAM) to self-efficacy of students; (7) There is different self-efficacy in students with high KAM; (8) There is no different of self-efficacy in students with low KAM. Keywords: Problem Based Learning, Problem-Solving Ability, Self-Efficacy