Low Mathematical Ability Research Articles

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MENGGUNAKAN LANGKAH-LANGKAH POLYA PADA MATERI SISTEM PERSAMAAN LINIER DUA VARIABEL KELAS VIII SMP ISLAM TUANKU LINTAU

Problem-solving ability is one aspect that is the main focus of learning. Students use the knowledge they already have to solve the problems given. One method of solving the problem is to use the Polya step, namely understanding the problem, planning a solution, implementing a settlement plan, and checking back. The low mathematical problem-solving ability of students is caused by the habits of students in solving problems according to what the teacher teaches and the lack of giving mathematical problem-solving questions which results in students lacking the skills to solve mathematical problem-solving ability questions. Based on these problems, the formulation of the problem of this research is how the mathematical problem-solving ability of students of Islamic Junior High School Tuanku Lintau on the material of variable equation system in terrms of Polya's steps. This study aims to describe and analyze students' ability to solve mathematical problems using Polya's steps on the material of a two-variable system of linear equations in class VIII SMP Islam Tuanku Lintau. The type of research being conducted is descriptive in nature, since the subjects of research are selected using a targeted sampling method. Tests and interviews were used as data collection methods, while the analytical methods used for this study were descriptive analysis and data triangulation. As a result, the average score of mathematical problem-solving ability in the problem understanding stage was 1.43, the average score in the calculation planning stage was 1.74, and the average score in the calculation plan execution stage was 1.43. 0.51 and in the verification step. Again the average score is 0.33. Therefore, the lowest average score is reviewed in the last step, and the highest average score is taken as the problem understanding step. Keywords– Problem-Solving, Polya's steps, two-variable system of linear equations

MATHEMATICAL REPRESENTATION ABILITY OF MATHEMATICS EDUCATION STUDY PROGRAM STUDENTS

This research is descriptive because it aims to describe students' mathematical representation ability. Mathematical representation is related to ways of expressing mathematical ideas. Mathematical representation is divided into verbal, visual/pictorial, and symbolic representations. The subjects of this study were 40 new Mathematics Education study program students. Data were collected using test and interview techniques.
 Furthermore, the data were analyzed using descriptive and qualitative statistics. The results showed that only 10% of the students had the mathematical representation ability in the good category, 12.5% in the moderate category, 10% in the poor category, and 67,5% in the very poor category. In detail, for verbal skills, there is 2.5% in the very good category, 7.5% in the good category, 17.5% in the moderate category, 15% in the poor category, and 55% in the very poor category. For the ability of visual/pictorial representation, there is 2.5% in the very good category, 7.5% in the good category, 12.5% in the moderate category, 7.5% in the poor category, and 70% in the very poor category. Furthermore, for the symbolic representation ability, 10% is in a good category, 10% in the moderate category, 7.5% in the poor category, and 72.5% in the very poor category. Based on the classroom observation and interview, the low mathematical representation ability is caused by two main things, namely (1) relatively low prerequisite knowledge and (2) mathematics learning, which is dominated mainly by teachers; learning does not provide opportunities for students to develop mathematical representation skills

ANALISIS KETERAMPILAN METAKOGNITIF DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA PROGRAM STUDI KEWIRAUSAHAAN UNIVERSITAS AUFA ROYHAN

This study aims to describe the metacognitive abilities of students in the Entrepreneurship Study Program. The metacognitive ability of students described in the study is the metacognitive ability of students with high, medium, and low academic abilities to solve mathematical problems in students of the entrepreneurship study program. This research was conducted by applying the qualitative method. The informants in this study were the Head of the Study Program and 8 students who were taken using the Total Sampling technique. Data collection techniques used field notes, tests, interviews, and documentation. Data analysis was carried out using data reduction. The results showed (1) students who had high mathematical ability had very good mathematical problem solving abilities, (2) students who had moderate mathematical ability had good mathematical problem solving abilities, and (3) students who had low mathematical ability had sufficient mathematical problem solving.

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Mathematics aims to make students have good problem-solving skills based on the junior high school curriculum. However, the reality in the field is that more than 50% of students cannot solve problem-solving problems. This study aims to (1) Analyze the differences in the improvement of the problem-solving abilities of students who received learning with the GeoGebra-assisted CPS model and the problem-solving skills of students who received conventional learning in terms of overall and early mathematics ability (superior and low); (2) Analyzing the differences in learning interest of students who received GeoGebra-assisted CPS learning and students who received conventional understanding; (3) Analyzing the correlation between problem-solving abilities and students' interest in education. The research design employed was sequential explanatory with a quasi-experimental method. The Instruments were written tests, questionnaires, observation sheets, and interview guidelines. The data obtained were analyzed using the Mann-Whitney U test, t-test, and correlation test. The results showed that: (1) The improvement of the problem-solving abilities of students who received GeoGebra-assisted CPS learning was better than students who received conventional learning, and there was no difference in the problem-solving abilities of the superior early mathematical ability and low early mathematical ability groups; (2) The learning interest of students who receive GeoGebra-assisted CPS learning is better than students who receive conventional learning; (3) There is no correlation between problem-solving ability and student interest in learning. Creative problem-solving learning models assisted by GeoGebra applications can improve students' mathematical problem-solving skills and interest in learning.

ANALISIS KEMAMPUAN MATEMATIS SISWA SEKOLAH DASAR PADA PEMBELAJARAN DARING

This study aims to analyze the ability to understand mathematical concepts of students in inline learning who have low, mdium, and high levels of mathematical ability. This study used a qualitative method with the type of case study research. This research was conducted by taking 6 research subjects from grade 4. Data collection techniques in this study were observation, tests, interviews, and documentation. The results of this study indicate that students who have low mathematical abilities have achieved 2 indicators, students who have moderate mathematical abilities have reached 4 indicators, and students who have high mathematical abilities have been able to achieve 6 indicators.

Mathematical Critical Thinking Ability in Solving Mathematical Problems

This study aims to determine the mathematical critical thinking skills of class XII IPA 1 students at SMAN 5 Sidrap in solving mathematical problems in arithmetic sequences and series. The type of research used is descriptive research with a qualitative approach. In this study, there were 3 subjects, namely students with high, medium and low mathematical abilities. The instruments used in data collection were observation sheets, written tests and interview guidelines. The results showed that: (1) Students who met the Critical Thinking Level (CTL) 3 or critically were students who had high mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, are able to reveal existing facts, are able to determine the theorems used and detect bias, Students are able to work on questions according to the initial plan, able to express their arguments clearly, able to re-examine answers and draw conclusions. (2) Students who meet CTL 2 or are quite critical are students who have moderate mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, uncover existing facts, are able to determine the theorem used, are able to detect bias, are able to work on problems according to the initial plan, are able to express their arguments clearly, are less able to re-examine answers and draw a conclusion. (3) Students who meet CTL 0 or are not critical are students who have low mathematical abilities. At this critical thinking level, students have not been able to fulfill all indicators such as not being able to formulate the main points of the problem.

IMPLEMENTASI HIGHER ORDER THINKING SKILLS TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN

This study aims to describe the implementation of HOTS on students' critical thinking skills in learning. The method used is Systematic Literature Review with the PRISMA Model which consists of identification, screening, feasibility, and inclusion steps. Literature collection was carried out through the Google Scholar database and National Library within the 2020-2022 period to obtain 190 pieces of literature. After selection, 20 pieces of literature were analyzed using the Miles & Huberman interactive model consisting of information collection, reduction, data presentation, and conclusions. Thematic analysis is also used to answer predefined review questions. The findings show that the implementation of HOTS in learning is influential, positively correlated, efficient, and able to improve students' critical thinking skills. Not only that, the level of students' mathematical abilities in solving HOTS problems affects their critical thinking skills. There is also the implementation of HOTS that can be applied through instruments, teaching materials, assessments, or learning models. However, the challenges faced in the implementation of HOTS can be in the form of 1) low mathematical ability, 2) students who are not accustomed to working on HOTS questions, 3) interpretation in reviewing information is still low, 4) does not master the topic or material, and 5) less careful

ANALISIS KEMAMPUAN SISWA PADA MATERI SEGIEMPAT DAN SEGITIGA DITINJAU DARI KONEKSI MATEMATIKA (STUDI KASUS PADA SISWA KELAS VII SMP UNISMUH MAKASSAR)

The focus of this research is "how is the ability of the seventh grade students of SMP Unismuh Makassar to connect mathematics on the material of quadrilaterals and triangles." The approach used is a qualitative descriptive approach. The research subjects were seventh grade students of SMP Unismuh Makassar which consisted of 1 student who had high mathematical connection ability, 1 student who had moderate mathematical connection ability and 1 student who had low mathematical connection ability. The instrument used is a test of the ability of mathematical connections in the material of quadrilaterals and triangles. The results obtained from this study are students who have high mathematical connection skills have no difficulty in solving mathematical problems with quadrilateral and triangle material. Students who have moderate mathematical connection abilities tend to have difficulty in indicators of applying and connecting concepts between mathematical material. And students who have low mathematical connection abilities have not met the indicators of applying mathematical concepts in solving mathematical problems related to everyday life.

KESULITAN BERPIKIR REFLEKTIF MATEMATIS SISWA DALAM MENYELESAIKAN SOAL PROGRAM LINEAR DI SMA NEGERI 5 KOTA TERNATE

This study aims to describe the difficulties of students' mathematical reflective thinking in solving linear programming problems. This type of research is descriptive qualitative. Data collection techniques used are test instruments, interviews and documentation. Data analysis techniques in this study are data reduction, data exposure, data triangulation and conclusion drawing. The subjects of this study were students of class XI IPA 1 SMA Negeri 5 Ternate City, totaling 24 students, then representatives were selected based on the categories of mathematical ability, high, medium and low. The results showed that students with high mathematical ability had difficulty in reflective thinking, namely, 1) difficulties in connecting new knowledge with previous understanding, students needed accuracy in translating story questions into mathematical models, 2) difficulties in evaluating aspects of the completion process, students had difficulty remembering. return to function graph material to solve problems using the graph method. Students with moderate mathematical ability, 1) difficulty in connecting new knowledge with previous understanding, students need to be thorough in solving contextual problems, 2) difficulty in finding relationships and formulating solutions, students find it difficult to recall function graph material, difficult to shade the solution area, 3 ) difficulties in evaluating the aspect of the completion process, students find it difficult to prove the truth of the answers using the graphical method. Students with low mathematical ability, 1) difficulty in connecting new knowledge with previous understanding, students find it difficult to translate story questions into mathematical models, difficult to recall material on a two-variable linear inequality system, 2) difficulty in finding relationships and formulating solutions, students have difficulty find coordinate points, draw graphs, find intersection points, substitute corner points into objective functions. 3) difficulty in evaluating aspects of the completion process, students find it difficult to prove the truth of the answers obtained by the graphical method. The difficulties experienced by students in reflective thinking were caused by students not remembering the previous material related to linear programming, as well as students' difficulties in the dimensions of fact, concept and procedural knowledge.

Students' Mathematical Literacy Ability in Calculus Courses in Online Learning at the University of Semarang

Learning calculus in an online class is very challenging for students. This type of research is qualitative with the aim of explaining students' mathematical literacy skills in calculus courses. The sample for this study were three students out of 38 students who took electrical engineering courses. The students consisted of different levels of initial mathematical ability, namely high (score 80), medium (scores between 50 to 80) and low (less than 50) in calculus courses. Test and interview methods were used to collect data. The results showed that students with high mathematical abilities (S1) were at level 4 of their literacy skills and the percentage score reached 78.3%. Students with medium mathematical abilities (S2) are at level 3 of mathematical literacy skills with a score percentage reaching 62.5% and for students with low mathematical abilities (S3) are at level 2 literacy skills and the percentage score reaches 46.6%.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MELALUI PEMBELAJARAN TEAMS GAME TOURNAMENT BERBASIS DISCOVERY LEARNING

Students' mathematical problem solving ability in solving subject matter needs to be considered. This study aims to describe problem solving skills through discovery learning-based TGT learning for seventh grade students of SMP Ahmad Yani. This study used a qualitative research approach. The subjects studied were 3 students who were selected from 24 students in grade VII SMP Ahmad Yani based on the level of mathematical ability in participating in mathematics learning activities in class. Data collection techniques were observation models, written tests, interviews, and documentation. The results showed that: (1) Student who had high mathematical abilities was able to solve complex problems correctly and carried out in a neat order of completion procedures. This means that students who have high mathematical abilities had excellent mathematical problem solving abilities. (2) Student who had moderate mathematical skills had good math-solving skills. Student was able to answer the problem correctly even though the work process incorrect. (3) Student who had low mathematical abilities was not able to solve problems properly and correctly, even tend to answer with messy results. This means that student who had low mathematical abilities had very low mathematical problem solving ability.

Analisis kemampuan berpikir kreatif siswa dalam menyelesaikan soal open ended berdasarkan kemampuan pemahaman matematis

This study aims to describe students creative thinking abilities in solving open ended problems based on mathematical understanding abilities. This type of reasearch is a qualitative descriptive study. The subjects of this research were 6 seventh grade students of SMP Muhammadiyah 4 Malang selected based on their mathematical understanding abilities. Test and interview were employed to collect data. The results showed that aspect of fluency could be achieved by students with high, medium, and low mathematical understanding abilities. The aspect of flexibility could be achieved by students who have high and medium mathematical understanding abilities. Finally, the aspect of originality could only be achieved by students with high mathematical understanding abilities.

IMPLEMENTATION OF PBL-HOTS MODEL TO STUDENTS MATHEMATICAL LITERACY SKILL

The purpose of this study was to determine the mathematical literacy ability of students in solving HOTS questions before and after applying the PBL-HOTS model on gradient of perpendicular line. In addition, the purpose of this article is to find out student responses to the PBL-HOTS model learning implemented. This research is descriptive research with a qualitative approach. Data collection techniques were used tests, questionnaires, and documentation. The subjects of this study were 25 students of class VIII SMP Lab school UPI who had high, medium, and low mathematical abilities. This study uses 15 test questions and 19 statements in the questionnaire consisting of 7 negative statements and 12 positive statements. The analysis technique in this study consists of three stages, namely 1) data reduction; 2) data display; 3) drawing conclusions and verification. The results showed that students' mathematical literacy skills in solving HOTS questions before the implementation of PBL-HOTS were 18 students identified as failing, 1 student identified as lacking, 4 students identified as adequate, and 2 students identified as very good. Meanwhile, the students' mathematical literacy skills after implementing the PBL-HOTS model were 9 students identified as failing, 1 less, 8 enough, 3 good, and 4 very good. In addition, from the results of the percentage of students' attitude questionnaires towards the learning carried out, it shows that on average 25 students of class VIII SMP Lab school UPI have a good attitude towards the teaching carried out or on intermediate students like or match learning using the PBL-HOTS model in improving their mathematical literacy ability. The results of this study are expected to be used as information about the mathematical literacy skills of junior high school students. They can be helpful in education, especially mathematics teaching, which can use the PBL-HOTS model in improving the mathematical literacy skills of junior high school students.

Analisis Berpikir Siswa dalam Memecahkan Masalah Segiempat Berdasarkan Level van Hiele

The reason behind this research is the low mathematical ability of the students in geometry. They think that geometry is difficult to comprehend, so that we need a lesson from the teacher in order to make students interested in studying geometry. In order to create interesting learning, teachers need to see students' thinking. Therefore, this research aims to determine students’ thinking ability in solving quadrilateral using Polya’s problem solving steps associated with level descriptors of Van Hiele. This research employed qualitative descriptive study. The subjects of this research were 2 students from each level of visualization, analysis, informal deduction, and 1 student from level of rigor. The initial step of this research was determining the research subject by administering a test, then proceeded by giving a geometry practice test and interviews. The results showed that the students at the visualization and informal deduction both met the indicators of planning, solving, and explaining problems coherently, students at the level of informal deduction also fulfilled the indicators involving previously acquired knowledge to solve problems, the students at the analys level could not fulfill the indicators of analys level, and the students at the rigor level fulfilled one indicator which was using logic in the step of implementing plan.

PENGEMBANGAN MEDIA PAPAN PERMAINAN MATEMATIKA (PAPER MATH)

The research problem is the low mathematical ability of students in arithmetic operations. The research is included in Research And Development (R&D) with modified 4D development procedures. The purpose of this research is to develop a suitable and effective Paper Math product as a learning medium. The research subjects were seventh-grade students of SMP N 4 Pringsewu. The sampling technique used cluster random sampling. The research instrument consisted of a validation sheet, a student response sheet, and an arithmetic operation ability test. Based on the results of expert validation, it was obtained that the Paper Math media had very decent criteria and very good student responses, and the t-test was obtained that the average student learning outcomes using Paper Math media were higher than the average student learning outcomes who did not use the media. Paper Math. It is concluded that Paper Math is feasible and effective to be used as a medium to improve mathematical ability in arithmetic operations. Thus, it is hoped that paper math media can be used as a medium for math games to improve students' arithmetic operations ability.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII pada Materi Pola Bilangan

Mathematical problem solving is a skill that must be possessed by students because it is very important to solve problems and include goals in learning mathematics. But at the time of math learning some students have difficulty in solving problems because of the low mathematical problem-solving ability that students have. This research aims to describe the mathematical problem-solving ability of grade VIII students in solving mathematical problems in patterns of numbers. This research uses qualitative descriptive methods. Purposive sampling techniques were used to select subjects in the study, and selected 6 students as research subjects. This study uses 3 questions in the form of a description. The data collection techniques in this study are tests and interview skills. The study was conducted using the results of student answers analyzed based on indicators of problem-solving skills based on the Polya stage. The results of this study showed that students' mathematical problem-solving skills on indicators wrote information and wrote a settlement plan is 55.56% including moderate categories, then on the problem solving indicators is 44.45% including moderate categories, and on the indicator evaluate is 22.23% including low categories.

Kemampuan Representasi Matematis Siswa dalam Memecahkan Masalah Relasi dan Fungsi Kelas VIII SMP

This study aimed to knowing and describe students' mathematical representation skills in solving relational and function problems for class VIII in academic year 2021/2022. The research method used was descriptive research with a qualitative approach. The instruments used were mathematical representation ability tests and interview. The research subjects were students VIII C with 30 students who were given a mathematical representation ability test grouped into high, medium, and low categories based on their mathematical ability. From each category, 2 students were selected to be interviewed further. In general, from the test results, students with high mathematical representation abilities have been able to achieve indicators of mathematical representation abilities with an achievement percentage of 82.63% which is very good. Students with moderate mathematical representation skills with an achievement percentage of 51.26%, which is sufficient. and students with low mathematical representation skills with an achievement percentage of 25.95%, which is less. From the results of interviews, students with high mathematical mathematical representation abilities were able to explain the answers to the test results very well. Students with moderate mathematical representation skills are quite able to explain their answers well. Students with low mathematical representation ability are able to explain the answer but the explanation given is less detailed.

Defragmenting Proses Berpikir Matematis Siswa dalam Menyelesaikan soal Matematika pada Materi Pangkat dan Bentuk Akar

This study aims to describe the defragmenting of mathematical thinking processes based on students' ability to solve mathematical problems in the material rank and root form. This research is a qualitative descriptive study using test and interview methods. The subjects in this study were students of SMA Negeri 3 Tidore Kepulauan amounting to 3 people and students of SMA Negeri 4 Ternate City totaling 3 people based on the level of student ability (each low, medium, and high). The research instrument consisted of test questions on the process of defragmenting. The results showed that: (1) the students included in the category of high mathematical ability process defragmenting carried out 5 times with the same error indication, as well as the process defragmenting in the same way namely defragmenting through reflection, defragmenting through mathematical connections, and defragmenting with the provision of scaffolding. (2) the students included in the category of mathematical ability are in the process of defragmenting which is done 3 to 6 times with an indication of an error that is not much different, and the process of defragmenting in the same way that is, defragmenting through reflection, defragmenting through mathematical connections, defragmenting by giving scaffolding and defragmenting with cognitive conflict formation. (3) Students who are included in the category of low mathematical ability process defragmenting carried out as much as 4 to 8 times with an error indication that is not much different, and the process of defragmenting, in the same way, is defragmenting through mathematical connections, defragmenting through reflection, defragmenting by giving scaffolding and defragmenting with cognitive conflict formation.

THE STUDENT’S ENHANCEMENT OF MULTIPLE REPRESENTATION ABILITY USING MERRILL’S FIRST PRINCIPLES OF INSTRUCTION

A learning process in schools realizes the purpose of this education. Mathematical multi representation ability is one of the general goals of teaching mathematics in schools. This research is quasi-experimental. The amount of increase before and after learning is calculated by the normalized gain formula. There is a difference in the increase in mathematical multi-representation abilities of students who receive MFPI learning than conventional learning based on high KAM and medium early mathematical ability. By contrast, at low early mathematical ability, there is no difference in increasing multi representation abilities. Most students use mathematical representations. The percentage of students using more than two representations is 40%. MFPI learning affects students with high and medium KAM but does not affect students with low early mathematical ability. Because at the MFPI learning stage, low early mathematical ability students lack initial knowledge that can be used to form new knowledge.

EXPLORING STUDENTS' COGNITIVE PROCESSES IN SOLVING NUMERACY TASK OF GEOMETRY AND MEASUREMENT REVIEWED BY MATHEMATICAL ABILITY

This study aims to analyze how the cognitive processes of high school students in terms of their mathematical abilities in solving the Minimum Competency Assessment Numeracy problems related to Geometry and Measurement. Problems were given to three 10th science students with categories of high, medium, and low mathematical ability. Data on the results of the subject's work were analyzed based on the cognitive processes stage, namely the stage of Comprehending linguistic and numerical information in the problem; 2) Translating and transforming that information into mathematical notations, algorithms, and equations; 3) Observing relationships among the elements of the problem; 4) Formulating a plan to solve the problem; 5) Predicting outcome; 6) Regulating the solution path as it is executed; 7) Detecting and correcting errors during problem solution which is then followed by in-depth interviews. The results showed that students with high mathematical abilities went through all stages of the cognitive process quite coherently and completely. While students with moderate abilities went through the stage of understanding information to the calculation stage of planning, but there were some errors and corrections in finding solutions. Meanwhile, students with low abilities had not been able to show the stages of cognitive processes in a coherent manner so that many stages were interrupted and had to return to the stage of understanding the problem. Based on these results, it is hoped that learning for the preparation of the Minimum Competency Assessment for Geometry and Measurement material can be emphasized more and so that the understanding of information on students' problems can continue the completion stage according to the solution plan that they have made.
 Keywords: Cognitive Processes, Numeracy, Geometry and Measurement.