Mathematical Problem Solving Research Articles

Optimizing students’ mathematical problem-solving abilities through geoboard-assisted didactic design on triangular number pattern material

The research aimed to optimize students’ mathematical solving abilities through the implementation of a didactic design developed based on lesson study activities on triangular number patterns. The research design used was didactical design research. Participants in the study were 10 students (12–15 years old) at a junior high school in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the didactic hypothesis design. The data were analyzed using qualitative analysis. The research results revealed an increase in students’ mathematical problem-solving abilities during the implementation of didactic design on triangular number pattern material. However, the increase that occurred was less than optimal. This increase resulted from the didactic design encouraging students to use Quizizz, geoboards, and inspirational videos to solve problems. However, when watching inspirational videos and Quizizz, there were problems, such as an unstable internet connection, so activities that should have been done in groups were done collectively for one class.

Mathematical Problem-Solving Ability of Junior High School Students Based on Polya

Mathematical problem-solving ability is the ability to identify known information, ask questions, adequacy of the information needed, skill in creating or compiling mathematical models, being able to find the right solution strategy, and being able to explain and check the correctness of the solution obtained. This research aims to analyze students' mathematical problem-solving abilities in the topic on mixed integer arithmetic operations based on Polya's problem-solving steps. This research uses a qualitative approach with a narrative research type. The research subjects consisted of 32 junior high school students. Data collection was carried out using mathematical problem-solving ability test instruments and interviews with several selected participants. Data was analyzed based on Polya's problem solving steps. Based on the results of data analysis, students' problem-solving abilities obtained based on these four steps are in the form of students who can determine important information in the problem and can plan solutions resulting in them being able to solve problems more regularly, namely by executing the plans they have planned. After that, students who understand the problem well can also check the correctness of the answers they have obtained. Therefore, it is hoped that this research can help teachers to implement a learning process that can develop problem solving abilities.

THE EFFECT OF SELF-REGULATED LEARNING AND SELF-EFFICACY ON STUDENT’S SOLVING PROBLEM ABILITY

Mathematics Problem Solving will give the expected results depending on a person's ability to control and direct his thinking activities (self-regulated learning) as well as his ability to have self confidence in solving problems. This study aimed to determine the effect of self-regulated learning and self-efficacy on problem-solving in social arithmetic material in class 7th graders of Public Junior High School 19 Ambon. The approach used was quantitative, with a sample of 27 students determined by random sampling (randomly). The research instrument used questionnaires and tests. It consisted of the self-regulated learning questionnaire, which 40 items, and the self-efficacy questionnaire 30 items. Data analysis used simple linear regression analysis, multiple linear regression analysis in which there were multiple correlation coefficients, and simultaneous and partial significant hypothesis testing at a significant level = 0.05 with the assistance of SPSS version 26.0. The research results show that : (1) there is no effect of self-regulated learning on problem solving in social arithmetic material 7th graders of Public Junior High School 19 Ambon, (2) there is no effect of self-regulated learning on problem solving in social arithmetic material in 7th graders of Public Junior High School 19 Ambon, (3) there is no effect of self-regulated learning and self-efficacy on problem solving in social arithmetic material in 7th graders of Public Junior High School 19 Ambon The contribution given to these two variables to problem solving is 4.%.

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants’ collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC’s effectiveness. However, our findings revealed no significant increase in participants’ overall collective efficacy, a group’s shared belief that together they can achieve a desired result. Implications for practice and research are discussed.

PENGARUH MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) TERHADAP KEMAMPUAN PENALARAN DAN PEMECAHAN MASALAH MATEMATIKA PADA SISWA MTS JA-ALHAQ KOTA BENGKULU

This research aims to determine the influence of the Missouri Mathematics Project (MMP) learning model on the mathematical reasoning and problem solving abilities of Mts Ja-Alhaq students in Bengkulu City. This research uses the Quasi Experiment method. Data collection was carried out through tests. Data analysis used the Ancova test. The sample for this research was MTs Ja-alHaq students in Bengkulu City. The results of the research show that: (1) There is a linear influence of covariates on students' mathematical problem reasoning abilities in learning the Missouri Mathematics Project (MMP) with an influence of 50,7%. (2) There is a linear influence of covariates on students' mathematical problem solving in Missouri Mathematics Project (MMP) learning with a large influence of 14.6%. (3) There is an influence of Missouri Mathematics Project (MMP) learning on students' mathematical problem reasoning abilities with an influence of 78 %. (4) There is an influence of Missouri Mathematics Project (MMP) learning on students' mathematical problem solving abilities with an influence of 55,5%. (5) Students' achievement of mathematical problem reasoning abilities in Missouri Mathematics Project (MMP) learning is better than those taught through conventional learning. (6) Students' mathematical problem solving achievements in Missouri Mathematics Project (MMP) learning are better than those taught through conventional learning

Analisis Kemampuan Koneksi Matematis Ditinjau Dari Kesulitan Siswa Menyelesaikan Soal Matematika Pada Generasi Alpha Di Min 7 Kuningan

Mathematics has a higher level of difficulty and abstractness of concepts compared to other subjects. This can be seen from the low ability of mathematical connections. This research aims to determine students' mathematical connection abilities, determine students' difficulties in solving mathematics problems, and determine students' mathematical connection abilities in terms of students' difficulties in solving mathematics problems. This research is a qualitative research. The subjects in this study were 6 students who were categorized into 2 high ability students, 2 medium ability students and 2 low ability students. The data collection techniques used were tests, interviews and documentation. The results of this research show that mathematical connection abilities are seen from the indicators of understanding the relationship between representations of the same concepts and procedures, recognizing and using connections between mathematical ideas, and using mathematics in everyday life. Students' difficulties in solving mathematics problems are based on high ability students: having difficulty using concepts, finding information in mathematical models and having difficulty calculating. Medium ability students experience difficulties: solving verbal problems, difficulty understanding concepts and principles. Low ability students experience difficulties: solving verbal problems, understanding concepts and procedures, difficulty using principles in calculating

PENGARUH PEMBELAJARAN DARING (GOOGLE CLASSROOM) DENGAN MENGGUNAKAN PENDEKATAN SAINTIFIK BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH

This research aims to determine the effect of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the mathematical problem solving and communication abilities of class VIII students at SMPN 02 Bengkulu City. This research is quantitative research with a quasi-experimental method. The population in this study were class VIII students at SMPN 02 Bengkulu City, Even Semester, 2020/2021 Academic Year. The sample for this research was class VIII C students as an experimental class by implementing online learning (Google Classroom) using an ethnomathematics-based scientific approach to mathematical problem solving and communication skills and class VIII A students as a control class by applying conventional learning via WhatsApp. The results of this research show that the Ftable value = 3.99. The results of learning using online (Google Classroom) with conventional learning on problem solving abilities Fcount = 7.9. The results of the problem-solving abilities of students with high abilities and students with low abilities Fcount = 8.86, and the results of the interaction of learning factors and abilities on students' problem-solving abilities Fcount = 7.41. It can be concluded that Fcount > Ftable, then H0 is rejected, so there is an influence of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the problem-solving abilities of class VIII students at SMPN 02 Bengkulu City

Relationship among Self-Efficacy, Mathematical Concepts Understanding, Creative Thinking Skills, Mathematical Problem-Solving Skills, and Mathematics Learning Outcomes

Relationship among Self-Efficacy, Mathematical Concepts Understanding, Creative Thinking Skills, Mathematical Problem-Solving Skills, and Mathematics Learning Outcomes

Integrating Adaptive E-Learning Platform to Enhance Mathematical Problem-Solving Abilities

The use of adaptive e-learning in enhancing mathematical problem-solving abilities has garnered attention in the education world. This article presents an in-depth review of the implications of adaptive e-learning on the development of mathematical problem-solving skills in an educational context. The literature review involves the analysis of over 20 references discussing the role of adaptive technology in personalizing learning, boosting student motivation, and cultivating metacognitive skills. The main findings indicate that adaptive e-learning has a positive impact on improving mathematical problem-solving abilities. Nevertheless, technical challenges, technology accessibility, and the educator's role remain relevant in optimizing implementation. Practical implications encompass the development of responsive curricula, innovation in mathematics education, and the enhancement of educational technology. Recommendations for further research highlight the need for long-term studies, comparative research, and exploration of contextual factors influencing the effectiveness of adaptive e-learning.

Pengaruh Kemampuan Pemecahan Masalah Matematik dan Motivasi Belajar terhadap Numerasi Siswa Kelas 4 SD

Numeration has an important role in the future of students. Train students' basic numeracy skills from an early age to prepare the next generation. The motivational boost factor in learning is one of the things that needs to be raised in learning efforts at school. The type of research used is quantitative research. The population of this study was 33 grade 4 students at SDN Sindanglaka Cianjur Regency. The student motivation questionnaire instrument for learning motivation is 25 statements, while problem-solving or problem-solving uses 2 questions. The dependent variable is numeracy ability in grade 4 elementary school, with the form of a test instrument as many as 2 questions. The results of the study concluded that there was no influence of mathematical problem-solving ability and learning motivation on numeracy in grade 4 students at SDN Sindanglaka. Because the application of numeracy in schools has just been implemented in the independent curriculum students do not understand numeracy.

Mathematical Problem Solving Ability Judging from the Percentile Intelligence of Class IV Students in the Problem Based Learning Model with Ethnomathematics Nuances

The problem encountered in class IV at SD 2 Medini was that mathematics learning was still teacher-centred, yet to be linked to the experiences of the students themselves. Knowledge still needs to use media examples from the surrounding environment that are real and based on local culture. This research aims to determine students' problem-solving abilities in mathematics content through learning outcomes and students' intelligence percentages in ethnomathematics nuanced learning. The study was carried out using a mixed method with a sequential explanatory design (sequence of evidence). The sequential explanatory model is a combined research method that combines quantitative and qualitative research methods sequentially, where the first stage of research is carried out using quantitative methods and the second stage is carried out using qualitative methods. The results of the study on the application of the Problem-Based Learning model with nuances of ethnomathematics are effective on mathematical problem-solving abilities. This shows that the Problem-Based Learning model is able to improve student learning outcomes through the results of the T-test carried out in the experimental class and control class where the practical class applies nuanced learning ethnomathematics was able to increase learning outcomes by up to 34% and was supported by an N-gain test score of 0.75 with high criteria and a very effective effectiveness rating, while the control class was only at 0.57 with medium criteria and a less effective effectiveness level. Keywords: Problem Solving Ability, Intelligence Percentile, and Problem Based Learning, ethnomathematics.

Analysis of Students Difficulties in Solving Mathematics Problems on Number Operations Material Using Qualitative Descriptive Methods for Class IV Students

This research aims to determine students' difficulties in solving mathematics questions on number operations by analyzing using qualitative descriptive methods for Class IV students at SDN 101765 Bandar Setia. The analytical method that will be used in this research is a qualitative descriptive method based on Newman's theory. The results of the research show that there are learning difficulties experienced by students at this school, based on findings in the field the learning difficulties experienced are difficulty reading and understanding questions, processing and transformative difficulties, difficulty writing answers. Difficulty reading and understanding the questions was seen in students who were unable to answer the researcher's questions about fraction operations. The results of the document show that there are still some students who have not been able to complete fraction calculations. Processing and transformative difficulties were seen in students who were unable to answer the researcher's questions about fraction operations. The document results show that there are still some students who have not been able to complete fraction calculations. And difficulties in writing answers are seen in students who have been able to do all the steps, but when it comes to determining the answer they cannot. In this research, students were still unable to multiply the answers with the correct answer.

Teaching Mathematics with the Assistance of an AI Chatbot to Enhance Mathematical Thinking Skills for High School Students

The paper introduces the concepts of thinking and mathematical thinking, emphasizing the significance of mathematical thinking in problem-solving and the development of mathematical skills. It elaborates on the process of mathematization, highlighting its role in fostering problem-solving abilities. Furthermore, the article discusses Teaching with the assistance of an AI Chatbot, the objectives of high school mathematics programs, and presents the Teaching Process in Mathematics with the assistance of an AI Chatbot to develop mathematical thinking skills for students. This process includes steps such as defining goals, logging into the AI Chatbot, identifying learning tasks, problem-solving, learning, application and experience, assessment, conclusion, analysis, inference, and mathematical problem-solving. The integration of the AI Chatbot is emphasized, creating a dynamic learning environment that supports students. The AI Chatbot not only provides knowledge but also stimulates curiosity and creativity, helping students understand and apply mathematics to real-world scenarios. The paper provides scientific insights into the application of AI technology in mathematics education, supporting the learning process and developing the mathematical thinking of high school students.

PROFILE OF STUDENTS' METACOGNITIVE SKILLS IN SOLVING MATH PROBLEMS IN TERMS OF MATHEMATICAL ABILITY

Understanding students' metacognitive skills in solving math problems concerning their mathematical abilities is crucial for identifying the cognitive processes involved in problem-solving. This study investigates the metacognitive skills of SMPN 3 Palu students with varying mathematical abilities in problem-solving. It focuses on students in class VIIJ during the 2022/2023 academic year, individually analyzing one high-ability and one low-ability student. The research, descriptive in nature, employs qualitative methods using written assignments and interviews for data collection. This study's analysis involved condensing data, presenting findings, and drawing conclusions. The findings reveal distinct approaches between high and low mathematical ability subjects. High-ability students consistently apply all three metacognitive skills (planning, monitoring, and assessment) across each problem-solving stage. Conversely, low-ability students demonstrate a limited use of metacognitive skills. While they employ planning at each stage, during implementation and result review, they primarily engage in planning and monitoring, neglecting assessment. Ultimately, it underscores the critical role of metacognitive skills in mathematical problem-solving, highlighting differences in their application between students of varying mathematical abilities.

ANALYSIS OF STUDENTS' MATHEMATICAL CRITICAL THINKING SKILLS WITH A REALISTIC MATHEMATICS EDUCATION (RME) APPROACH TO TWO-VARIABLE LINEAR EQUATION SYSTEM MATERIAL

Students must have the ability or potential as well as a good mathematical attitude, such as the ability to solve problem in solving problems in this Systems of Linear Equations in Two Variables material. These abilities include mathematical problems, including the abilities that exist within each student so that they can solve problems in the Systems of Linear Equations in Two Variables material. This research was conducted to find out how students solve and apply two-variable linear equation systems at the 10th-grade high school level in real-world problems. This research also examines real-world problems and students' systematic thinking on how students solve or apply mathematics problems in Systems of Linear Equations in Two Variables material. This data collection was carried out by examining class x level students at MAN 1 JEMBER with research themes that had been implemented. The application criteria used in this research use journal articles on Sinta 2 or Google Scholar which must be published within the last 5 years maximum. After all the data has been collected, the next step is the data processing process which is carried out by analyzing the data on the class x high school level learning model in real life. The purpose of this research is to determine the abilities of students with visual, auditory, and kinesthetic learning styles and to be able to conclude the application of how students solve mathematics problems in Systems of Linear Equations in Two Variables material.

Analysis of Student Errors in Solving Mathematics Problems Based on Newman Procedure and Providing Scaffolding

This error analysis can help teachers identify errors often made by students and provide appropriate solutions to overcome these errors. By knowing and understanding the mistakes students make, ways can be found to minimize or find the right solution to reduce these mistakes. This research aims to describe how students make errors based on Newman's procedural error analysis in solving SPLDV questions and providing Scaffolding based on the cause and type of error to reduce these errors. This research is a qualitative descriptive study. The research subjects were 9 class VIII students at SMPN 15 Bandung. Three data analysis techniques are used, namely reducing data, presenting data and drawing conclusions. Triangulation techniques were used for the validity of the data. The research results show that most students who make mistakes in solving SPLDV questions are at the transformation stage, amounting to 76%. The forms of Scaffolding given are types one, two and three; the processing stage is 55%. The forms of Scaffolding provided are type two and type three; the encoding stage is 67%, and the form of Scaffolding provided was type two. Meanwhile, the Stage where students made the fewest mistakes was the reading stage at 24%; the form of Scaffolding given was type two, and the understanding stage was 40%; the Scaffolding given was type one and type two.

The Effectiveness of the Discovery Learning Model Assisted by the Mathematics Learning Module on Mathematical Problem-Solving Skills

This research is motivated by the low skills of students in solving mathematical problems, where problem solving skills are one of the important skills of the 21st century. This research aims to analyze the effectiveness of the discovery learning model assisted by the mathematics learning module on students' mathematical problem-solving skills. This type of research is quasi-experimental. The research design used is Non-equivalent Control Group Design. The research was conducted in the fifth grade in two elementary schools. The instrument used in this research was a test instrument consisting of 8 essay questions. Data analysis techniques using parametric statistical tests. The research results obtained: 1) the average mathematical problem-solving skills of students in the experimental group reached the passing grade; 2) the proportion of experimental class students who achieved a passing grade was more than 75%; 3) the average experimental mathematical problem-solving skills is higher than the control group; 4) students' mathematical problem-solving skills in the experimental group have increased (n-gain) with the criteria of "high." Based on the results of the research, it can be concluded that learning using the discovery learning model assisted by the mathematics learning module is effective in improving students' mathematical problem-solving skill.

Senior High School Students' Strategies for Solving Mathematical Problems Based on Their Personality Type

Problem-solving ability is a crucial thing that every student needs. Indonesia is one of the countries that shows low mathematical problem-solving ability. The way to improve these abilities is to provide suitable problem-solving strategies and appropriate teaching and learning interactions for students. A suitable teaching method is to pay attention to the psychological aspect by observing the condition of students, one of which is by providing problem-solving strategies appropriate to personality types. This study uses the problem-solving strategy described by Herman and observes the personality types proposed by David Keirsey. This research aims to reveal the strategies students use in solving mathematical problems based on their personality type so that teachers can find suitable strategies for students. This research method uses a descriptive qualitative approach with total sampling. Class X students took a strategy test about linear equations with one variable totaling 3 questions and a personality type test by Keirsey totaling 70 questions. The results of this study indicate that students with Guardian & Artisan personalities tend to use an open-sentence strategy. Students with Rational personalities tend to use the guess & check strategy. And students with Idealist personalities tend to use tables.

Displaying epistemic independence during mathematical problem solving in small group interaction

This study focused on Grade 6 students’ handling of differing proposals when discussing solutions to mathematical problems in small groups. Using conversation analysis, we analysed video recordings of naturally occurring student–student interaction. Findings show that students avoided criticizing peers’ proposed solutions, whereas they either advocated or rejected their own. Furthermore, rejections were immediately followed by conceding to someone else’s proposal, with the concession emphasized through the conceder’s affect-laden embodied actions. Students’ interactional work not only maintained their social relations but also offered opportunities to display epistemic independence. These findings imply that teachers should support students’ argumentation in the mathematics classroom in presenting critical reviews of peer’s differing proposals in ways that are not face-threatening.

Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability

The unavailability of teaching materials that can support mathematical problem-solving abilities and are integrated with Islamic teaching values makes it difficult for SMP IT educators to hone students' mathematical problem-solving abilities and difficulties in instilling Islamic values in students. One solution that educators can use in learning is to use e-modules. E-module is a teaching material that has the characteristics of independent learning principles. This research aims to see the effectiveness of using mathematics e-modules that are integrated with Islamic values in facilitating students' mathematical problem-solving abilities. This type of research is pre-experimental research and the research design is one group pre-test-post test design. The sampling method is purposive sampling, where one class is taken directly from the population as a research sample. The subjects of this research were 24 students in class VIII.1 at SMP IT Qurrata A'yun Batusangkar. The effectiveness of the mathematics e-module can be seen from the comparison of the results of the pre-test and post-test of students' mathematical problem-solving abilities. The final results of the student's mathematical problem-solving ability test obtained were 57% of the total maximum score, while the results of the student's initial mathematical problem-solving ability test were only 22% of the maximum score. Because 57%>22%, these results indicate that the use of Islamic integrated mathematics e-modules is effective in facilitating students' mathematical problem-solving abilities.