Math Problem Solving Research Articles

THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS

This research study aims to determine the effect of the flipped classroom model on students' mathematical critical thinking skills. The research sample involved 35 grade 5 students of a public elementary school in Waai, Salahutu District, Central Maluku Regency. The research method uses a quasi-experimental and is analyzed using a paired sample test. The results of the analysis show that there is a positive influence from the flipped classroom learning model on students' mathematical critical thinking skills in the concept of fractionss. To find out the increase in critical thinking skills, N-gain is used. The findings showed that there was an increase, wherein the high category achieved an increase of 3.33%, the medium category was 93.34%, and the low category was 3.33%. The increase is because the flipped classroom model can create a dynamic and interactive mathematics learning environment with the help of learning videos, so students can think critically in exploring creative ideas to solve math problems

Analisis Penyelesaian Soal Cerita Matematika Berdasarkan Prosedur Newman Ditinjau dari Gaya Kognitif Siswa

Most students were unable to solve math problems when the questions were changed to word problems, students could not understand nor were they able to solve math word problems. This study aims to describe students' errors based on Newman's procedure in solving word problems in terms of cognitive style and describe the causes of their errors. The type of research used is descriptive qualitative approach with data collection techniques written tests and interviews. The results of the study showed high cognitive students made mistakes on process skills, moderate cognitive students also made mistakes on process skills and low cognitive students made mistakes on the stages of reading questions, question transformation and process skills. The causes of errors made by students based on the Newman procedure are, students do not understand the questions well, students are confused about the steps for working on the questions, students are in a hurry to work on the questions, are not thorough in working on the questions, lack of mastery of the material, are not used to writing or using units and students are not used to working on math word problems. The five mistakes’ students made when working on math word problems were errors in reading the questions, errors in understanding the questions, errors in transforming the questions, errors in processing skills and errors in writing answers

Perbandingan Hasil Belajar Matematika Siswa Melalui Metode Pembelajaran Kooperatif Tipe Jigsaw dengan Strategy Genius Learning

This study aims to determine whether there is a significant difference in the application of jigsaw type cooperative learning method with genius learning strategy on mathematics learning outcomes of fifth grade students of SD Negeri Biringkaloro Pallangga. Pseudo-experimental research method. Research design pretest-posttest comparison group design. The study population was all fifth grade students of SD Negeri Biringkaloro Pallangga totaling 160 students. The research sample amounted to 80 students obtained using simple random sampling. Data collection techniques using learning outcomes test instruments and observation sheets. Data analysis techniques using descriptive statistical analysis and inferential statistics. The results of descriptive statistical analysis obtained the average mathematics learning outcomes of students with jigsaw type cooperative method 74.00 and genius learning strategy 76.88. The results of inferential statistical analysis showed that the sign value obtained was 0.000 in the sense that (0.000 <0.05) so that it was concluded that there was a significant difference in mathematics learning outcomes by applying the jigsaw type cooperative method and the genius learning strategy in fifth grade students of Biringkaloro Pallangga State Elementary School. The conclusion of the study shows that the application of the jigsaw type cooperative learning method with the genius learning strategy is very influential on students' mathematics learning outcomes, especially students' ability to solve math problems easily and quickly.

The effect of flipped classroom based on team games tournament on mathematics problem-solving ability

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.

The Effect of Realistics Mathematics Education Models to Enhancement Students’ Mathematics Solving-Problem Ability

Teachers still use traditional teaching methods, so students' mathematical problem-solving abilities must improve. Because the anticipated model lends itself to improving students' math problem-solving abilities, the authors of this study applied the Realistic Mathematic Education model. This study aims to ascertain how the Realistic Mathematics Education Model affects students' aptitude for solving mathematical problems. Quasi-experimentation is an adopted research approach. Nonequivalent Control Group Design is the format adopted for design. The participants of this study were all fourth-grade students of SDN Cipadu 1 Tangerang City for the 2022–2023 year. The research uses a saturation sampling strategy. Sixty-one students were included in the sample for this investigation. This study uses verified and considered reliable tools in the form of tests. The aim is to determine how students' ability to solve math problems affects data; the SPSS 22.0 program is used for analysis. The results showed that the significance of the t-test was 0.000, indicating that the Realistic Mathematics education paradigm significantly impacted students' mathematical problem-solving ability.

PENGGUNAAN PEMBELAJARAN STAD DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI KELAS IV SD NEGERI 1 BULAKAMBA

ABSTRACT
 This research aims to know the improvement of students ceitical thinking ability about plane circumstance This study aims to determine the increase in students' critical thinking skills in learning around and wide flat area through STAD learning in class IV Elementary School, Brebes Regency. This study uses a classroom action research method and research subjects are grade IV students in the state elementary school in Brebes Regency, as many as 18 people. Student learning outcomes in class IV SD Negeri 1 Bulakamba are still low, this can be seen from the ability of students to solve math problems on the circumferential material and flat area. STAD is a learning strategy that guides students to work together, have responsibilities, and be able to express opinions. The results of research using STAD learning obtained learning outcomes as follows: In the first cycle increased student learning outcomes by 55.5%, increased in the second cycle to 88.8%.
 Keywords: critical thinking, circumference and wide flat area, STAD

Students' difficulties: mathematical creative thinking skill questions based on habits of mind.

This study aims to describe the types of difficulties experienced by students in solving mathematics problems based on students' mathematical creative thinking ability and habits of mind. This research included survey research with quantitative and qualitative approaches. The subjects of the study were 519 students of State Junior High School and State Madrasah Tsanawiyah who came from ten schools with high, medium, and low accreditation categories in Kampar Regency, Riau, Indonesia. The sample in this study was determined by stratified proportional random sampling technique. The instruments used were a diagnostic test consisting of four mathematical problems based on mathematical creative thinking skills and a habits of mind questionnaire consisting of 40 statements referring to 16 habits of mind indicators. Students who obtained diagnostic test scores less than the KKM set by each school. Interviews were conducted with students who experienced difficulties to clarify the types and locations of difficulties experienced by students. The results of the study showed that; 35.26% have difficulties in understanding the problems, 53.76% in transforming problems, 54.38% in the mathematical process, and 54.82% in determining the final answer, and judging from the habits of mind, the very high category is 38.42%, the high category by 44.91%, the medium category by 50.74%, the low category by 53.06%, and the very low category by 52.45%. Students still have difficulty in solving math problems so making the teacher an active facilitator of students can help students understand and determine what steps to take towards difficulties in solving problems.

Relationship between Emotional Intelligence and Mathematical Problem Solving Ability

This study aimed to describe the level of students 'emotional intelligence, the level of students' mathematical problem-solving abilities, and the relationship between emotional intelligence and mathematical problem-solving skills. This research is a quantitative study using the ex post facto correlation method. The research sample was students of class VIII SMP Negeri 3 Teras Boyolali in the 2018/2019 academic year, and the sample was determined using the purposive sampling technique. Data were collected using questionnaires, tests, and documentation. All data were analyzed using descriptive analysis, research data using the product moment formula, and hypothesis testing. The results of the study show that: (1) The emotional intelligence of students with low emotional intelligence is 28.1%, 37.5% moderate, and 34.4% high, Mathematical problem-solving abilities of students with low math problem-solving abilities with a percentage of 29.7%, moderate 35.9%, and high 34.4%, (3) After the data were analyzed using the product moment correlation technique, the correlation coefficient value was obtained from 0.586 and then compared table r with the number. A significant level of 1%, namely 0.2075. It is proven that the results count tabel r r  in this study are substantial, in the sense of the hypothesis which states, "There is a significant relationship between emotional intelligence and the ability to solve math problems in class VIII students of SMP Negeri 3 District Teras Boyolali Regency".

Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model

This study explored the influence of early literacy and numeracy skills on fourth-grade math achievement using the Trends in International Mathematics and Science Study (TIMSS). The study utilized valuable information collected by TIMSS about context related questionnaires such as home resources for learning, early literacy and numeracy development, readiness for school, and students’ home and school lives in a cross cultural and linguistic framework. The main purpose of this study was aligned with those of TIMSS to improve math learning and performance and strengthen future employees’ skills in the global workplace. Participants were comprised of mostly Asian and European students. Results show that (1) early literacy skills have a stronger effect on G4 math scores than early numeracy skills; (2) Home resources for learning impact more on children’s early literacy skills than early numeracy skills; (3) both early literacy and numeracy activities have progressed to early literacy skills but demonstrated limited advancement to early numeracy skills, a missing link; (4) students’ confidence in math emerged as the strongest predictor of G4 math scores; (5) students with stronger early literacy skills and early numeracy skills are more confident in math; and (6) The moderated mediation analysis revealed that (a) early literacy skills have stronger direct effects on G4 math achievement than early numeracy skills; (b) the effects of early numeracy skills on G4 math scores become more pronounced for children with weaker early literacy skills (i.e., conditional effects); and (c) the effect of early numeracy skills on G4 math achievement is transmitted through students’ confidence (i.e., mediator) and the effect is more prominent for those who had more proficient early literacy skills (i.e., conditional indirect effects). Findings from the conditional direct and indirect effects of early numeracy skills on G4 math achievement suggest that children who had more proficient early literacy skills utilize strategies beyond just early numeracy skills to solve G4 math problems and that children’s strategies to solve math problems may be enhanced by the proficiency of their literacy skills.

ASSESSMENT OF MATH PROBLEM SOLVING ABILITY OF HIGH SCHOOL STUDENTS: A CASE STUDY IN VIETNAM

Currently, in Vietnam, the education sector directs: Mathematical problem-solving capacity is considered one of the core competencies that need to be fostered and developed for learners. Understandably, students' ability to solve math problems is the ability to mobilize and promote all their knowledge, skills and experiences to solve math-related problems. In order to have a scientific and practical basis in making recommendations on policies and teaching methods to develop students' ability to solve math problems. In order to have a scientific and practical basis in making recommendations on policies and teaching methods to develop students' ability to solve math problems, we conducted a survey with 600 students and 75 teachers at high schools in Ho Chi Minh City, Vietnam. Research results show that the ability to solve math problems is composed of 4 main components, and this ability of high school students in Vietnam is still relatively low, mostly medium. This result is the basis for us to give suggestions for developing math problem solving ability in high school students.

Students' Higher Order Thinking Process in Solving Math Problems by Gender

Students' Higher Order Thinking Process in Solving Math Problems by Gender

The Neural Correlates of Exact Calculation in Word and Numerical Formats in Low And High Math Performers: A fNIRS Study

The representation format of math problems can manifest dissimilarly in people with varying levels of math performance. The aim of this study was to investigate the neurocognitive underpinnings of two-digit exact calculation tasks in different formats: numerical and word. Fifty-three students were divided into groups with high and low levels of math performance based on their ability to solve math problems. They were asked to calculate addition problems with two-digit numbers and to read math problems that did not require calculations. Brain activation was recorded using functional near-infrared spectroscopy (fNIRS). General linear model (GLM) analysis revealed that reading math problems without calculation led to increased activation in the inferior temporal and fusiform gyri in a group of high-level performers, while a group of low-level performers demonstrated increased activation in Broca’s area and the inferior frontal gyrus in the same experimental condition, as well as during solving arithmetic problems in a word format of the exact calculation task. Analysis after bootstrapping revealed similar activation patterns in both groups. Both domain-specific and domain-general regions of the frontal and parietal brain areas were involved in the calculations. Right and left hemisphere activation was found both in low and high math performers. Comparing experimental conditions with resting state revealed significant activation in Broca’s area in all conditions in a group of high-level performers and in a word format of arithmetic problems in a group of low-level performers. Thus, the observed brain patterns suggest the involvement of complex sentence comprehension, especially in high-performing students. These results could be used in future to improve educational practice for students with varying levels of math competence.

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

The Abilities of Junior High School Students in Solving PISA-Like Mathematical Problems on Uncertainty and Data Contents

Indonesia's participation in PISA is less satisfactory, particularly in mathematics. Uncertainty and data are two of the PISA content areas being evaluated. Therefore the aim of this study is to analyze students' abilities to solve mathematical problems such as PISA on uncertainty and data content to map student readiness for PISA. This study is kind of qualitative study used a case study design. The sample in this study was 84 students of grade IX junior high school who were selected with a simple random sampling technique. The data collection method employs both test and non-test instruments. The data analysis technique used in this study consist of data reduction, data presentation, and conclusion and verification. The results showed that 689 students scored out of 1344, representing 51.41%. These results show that students' ability to solve math problems such as PISA on uncertainty and data content is in the moderate category. While each material, namely statistics and opportunities, is in the high and low categories. This condition is based on learning that has yet to lead students to contextual problems. With these results, it is hoped that there will be efforts to improve the learning process by involving problems such as PISA as habituation.

THE RELATIONSHIP BETWEEN MATHS ANXIETY, ATTITUDE TOWARDS MATHEMATICS AND MATHS PROBLEM-SOLVING SKILLS AMONG PRIMARY SCHOOL PUPILS IN KEDAH

Pupils in primary schools faced as much daunting and foreboding experiences in Maths. Maths anxiety and attitude towards Mathematics are psychological indicator of poor Maths problem solving skills. This study investigated the relationship between Maths anxiety, attitude towards Maths and Maths problem-solving skills among primary pupils in Kedah state. A questionnaire was developed based on Math Anxiety Questionnaire Children, Attitudes Towards Problem-Solving Skills and a Mathematical problem-solving test administered to 450 primary school pupils. Data were analysed using IBM Statistics and Smart-PLS version 4 software. Results indicated that Maths anxiety and attitude towards Mathematics had a direct influence on Math problem solving.. This research highlighted Maths anxiety as an important factor on Maths problem solving skills as well as pupils’ attitudes towards Mathematics, and teachers should consider this factor an important construct to consider when examining sources of individual differences in Math problem solving skills.

ANALYSIS OF MATHEMATICS PROBLEM-SOLVING ABILITY BASED ON IDEAL PROBLEM-SOLVING STEPS GIVEN STUDENT LEARNING STYLES

This research aims to describe the mathematical problem-solving abilities of students with visual, auditory, and kinesthetic learning styles in solving sequence and series questions based on IDEAL problem-solving steps. In this study, the research method used is qualitative. Grouping students based on their learning style through a student learning style questionnaire, namely visual, auditory, and kinesthetic learning styles. Furthermore, data collection was carried out, namely holding a written test with sequences and series material. Then a problem-solving analysis was carried out from the answer data and interviews with the research subjects obtained. Data collection techniques used include Questionnaires, Tests, and Interviews. Meanwhile, in this study, the triangulation technique used is time triangulation. The results of the analysis and discussion show that students with a visual learning style have good abilities in solving mathematical problems. Students with a vimal learning style have no difficulty solving math problems based on the IDEAL Problem-Solving step. Meanwhile, students with auditory and kinesthetic learning styles could only carry out the first 2 steps of solving mathematical problems based on the IDEAL Problem-Solving step, namely the Identify Problem and Define Goal stages. From the research results, the following conclusions are obtained: First, in the type of visual learning style, students can carry out problem-solving based on the IDEAL Problem-Solving step well.

PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII

The purpose of this research was to conclude whether the ability to solve math problems using the Creative Problem Solving learning model is greater to the direct learning model. This is based on test results which show that class VIII students of SMPN 13 Kerinci are still constrained in mastering one of these mathematical competencies. The type of research is quasi experimental with The Nonequivalent Posttest-Only Control Group Design approach. The population is all students of class VIII SMP Negeri 13 Kerinci for the academic year 2022/2023 using a simple random sampling technique. The research tool is a test of the ability to solve mathematical problems and uses the average similarity test t-test where the data is homogeneous and normally distributed. The results obtained after the t test showed that P-Value = 0.018 or less than the confidence level of 0.05. These results prove that the Creative Problem Solving learning model in solving mathematical problems is greater to the direct learning model. Keywords– Creative Problem Solving, Quasi Experiment, Mathematical Problem Solving

ANALISIS KEMAMPUAN METAKOGNISI DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH MATEMATIKA PADA PESERTA DIDIK KELAS XI SMA

The research background was the inability of students to monitor the concepts and strategies used in accordance with the problems given, like the inability of students to control the results obtained. Besides that, students' metacognitive ability to math problem solving is still low. The research purpose was to determine students' metacognitive abilities in mathematical problem solving problems. This research type was exploratory qualitative research. The research subjects were class XI students of SMA Negeri 9 Padang in the 2022/2023 academic year, which consisted of 24 students. Qualitative methods are used in this study because the problems encountered are holistic. Data collection was condcuted by administering tests, questionnaires, and interviews. The main instruments in this research were researchers and supporting instruments in consist of matrix metacognitive tests, metacognitive ability questionnaires, and interview guides. The techniques for data analysis were reduction of data, presentation of data, and conclusions in drawing. The validity of data guarantee technique is technical triangulation. The research results shown that there are three categories of students' metacognitive abilities, namely high, medium, and low metacognitive abilities. The highest percentage is students with high metacognitive abilities, followed by metacognitive abilities in medium and low. Students who have high metacognitive abilities fulfill every planning, monitoring, and evaluation activity. Students who have moderate abilities of metacognition have fulfilled the indicators in planning activities, while in monitoring and evaluation activities there were still indicators that have not been fulfilled. Students who have low abilities of metacognitive still have many indicators on abilities of metacognitive that have not been able to be met. Keywords– Metacognition Abilities, Problem Solving Questions

Analysis of Student Errors in Solving Math Problems for Class XII of Nursing Assistant at St. Thomas Maumere Vocational High School

This study analyzes students' mistakes in doing math problems on function limit material. This research was conducted at SMK Santo Thomas Maumere in semester 2 of the 2021/2022 academic year. This type of research is qualitative research. The subjects of the study were 3 students drawn from 26 students of class XII Nursing Assistants. The results of this study show that the types of mistakes made by students are fact, conceptual, principle, and procedural errors based on the classification of fundamental errors of mathematical objects. The factual error made by students is that students are mistaken in writing down the left limit and proper limit symbols. The misconception is that students do not understand the rules of the limit of a function. The principal error made by students is mistaken in describing a process. Finally, the procedural mistake made by the student is a mistake in writing. The factors that cause students to make mistakes in solving the function limit problem are that students do not know the left limit and proper limit symbols, students do not understand the concept of function limits, and prerequisite knowledge related to function limits owned by students is still minimal, students are not careful in solving function limit questions, and students still feel embarrassed if they ask teachers or colleagues regarding limit material that has not been understood

Critical Thinking of Prospective Teachers In Solving Math Problems In Terms of Learning Styles

This study aims to identify how the process of critical thinking of prospective teachers in solving mathematical problems in the Department of Mathematics Education, Faculty of Science and Technology, Walisongo State Islamic University, is viewed from a qualitative learning style. The purposive sampling method was used to determine six prospective teachers as research subjects. Each visual, auditory, and kinesthetic learning style is represented by 2 subjects. The auxiliary instruments in this study consisted of a learning style questionnaire, a critical thinking ability test, and an interview guide. Critical thinking indicators were developed through consideration of the main elements of FRISCO, the level of cognitive thinking according to Bloom and the Steps of Problem Solving According to John Dewey. Data processing through the stages of data collection, data reduction, and data verification with the triangulation method. The results of the study show that auditory and kinesthetic learning styles have lower critical thinking process characteristics than visual learning styles in solving math problems. From the interview process it was revealed that the ability to argue based on valid and logical facts, all types of learning styles is still quite low. However, all three have strong potential to develop critical thinking skills through stimulation from educators.