Mathematical Problem Solving Research Articles

Application of the RME Approach on Concept Understanding Ability and Students’ Mathematics Problem Solving

Tujuan pembelajaran dapat dicapai apabila proses belajar mengajar efektif. Pembelajaran matematika di SMK Gondang telah menggunakan pendekatan saintifik. Namun, ketika pelaksanaannya masih kurang maksimal. Kesulitan ketika memahami konsep dan memecahkan masalah siswa banyak yang belum mampu. Dengan demikian, pendekatan RME menjadi salah satu solusinya. Tujuan penelitian ini untuk (1) mengetahui apakah kemampuan matematika yang dihasilkan oleh pendekatan RME sama atau tidak dengan kemampuan matematika yang dihasilkan oleh pendekatan saintifik; (2) mengetahui apakah pendekatan RME memberikan kemampuan pemahaman konsep yang lebih baik dibandingkan dengan pendekatan saintifik; dan (3) mengetahui apakah pendekatan RME memberikan kemampuan pemecahan masalah yang lebih baik dibandingkan dengan pendekatan saintifik. Quasi experimental digunakan sebagai metode penelitian dengan rancangan Posttest – only control design with nonequivalent groups. Lembar tes yang mengukur kemampuan siswa untuk memahami konsep dan memecahkan masalah berfungsi sebagai instrumennya. Adapun uji multivariat beda rerata digunakan untuk analisis data. Hasilnya yaitu tolak karena nilai Sig. . Artinya, kemampuan matematika yang dihasilkan oleh pendekatan RME sama atau tidak dengan kemampuan matematika yang dihasilkan oleh pendekatan saintifik. Hasil uji univariat diperoleh bahwa (1) pendekatan RME memberikan kemampuan pemahaman konsep yang lebih baik dibandingkan dengan pendekatan saintifik dan (2) pendekatan RME memberikan kemampuan pemecahan masalah yang lebih baik dibandingkan dengan pendekatan saintifik. Penerapan pendekatan RME dapat dijadikan sebagai salah satu alternatif guru dalam mengembangkan kemampuan pemahaman konsep dan pemecahan masalah matematis siswa.

Profile of Junior High School Students' Creative Thinking Ability and Numerical Literacy in Solving Mathematical Problems

This study aimed to describe the profile of creative thinking abilities and mathematical numeracy literacy of junior high school students in solving mathematical problems. Students' creative thinking abilities in this study refer to aspects of fluency, flexibility, originality, and elaboration. Meanwhile, students' mathematical numeracy literacy refers to indicators of formulating problems systematically, reasoning, and solving problems. This type of research is qualitative descriptive research. The subjects of this study were class VIII students of SMP Negeri 1 Latambaga. The research instrument used was non-routine test questions given to students, and data processing was carried out qualitatively. The results showed that descriptively, the students' mathematical creative thinking abilities were in the quite creative category, whereas 40 students were in the quite creative category with an average score of 51.43. Meanwhile, from the numeracy literacy data, students are in the good category, where students who are in the good category are 40 students with an average score of 63.47. Based on these data, it can be concluded that students' mathematical numeracy literacy skills are more likely than the mathematical creative thinking abilities of class VIII students of SMP Negeri 1 Latambaga.

Analysis of Metacognitive Ability in Mathematics Problem Solving of Senior High School Students at Ngemplak Boyolali

<p>Metacognitive ability is closely related to problem solving ability. This research is a survey research involving 150 students of class X from four high schools in Ngemplak Boyolali. The purpose of this study is to describe the results of the analysis of metacognitive abilities in solving mathematical problems. Data was collected using a Metacognitive Awareness Inventory (MAI) questionnaire. Data analysis was carried out quantitatively and qualitatively. The results showed that 23% of students had high metacognitive abilities, 20% of students had moderate metacognitive abilities, and 57% of students had low metacognitive abilities. Most students who have high metacognitive abilities are able to use their metacognitive abilities in solving mathematical problems. Almost all students who have low metacognitive abilities do not use their metacognitive abilities in solving mathematical problems. Overall, students are less than optimal in using metacognitive abilities when solving mathematical problems.</p><p> </p>

The Development of the Ability to Solve Mathematical Problems and Academic Achievement Decimal Problem of Prathomsuksa6 Students Through Cooperative Learning Management STAD and KWDL Technique

The research aimed to achieve the following objectives: 1)Assess the effectiveness of cooperative learning management utilizing the STAD technique and KWDL technique among PrathomSuksa6 students in solving decimal problems, with a target of achieving a 75/75 criterion. 2) Enhance the problem-solving abilities of grade 6students in mathematics by implementing cooperative learning management using the combined STAD technique and KWDL technique, compared to a 75 percent criterion. 3) Improve the learning achievement in mathematics of grade 6 students in solving decimal problems through cooperative learning management, employing the STAD technique and KWDL technique, in line with a 75 percent criterion. The research was conducted with a selected group of 33 students from Prathomsuksa6/1, first semester, academic year 2022, at Ban Chiang Yuen School. The research tools employed were: 1) a cooperative learning plan incorporating the STAD and KWDL techniques, 2) a mathematics problem-solving ability test, and 3) a mathematics learning achievement test. Data analysis involved the use of percentage, mean, standard deviation, and efficiency (E1/E2).
 
 The findings of the study indicated the following: Cooperative learning management using the STAD technique and KWDL technique exhibited an efficiency of 76.14/75.45, satisfying the 75/75 criterion. The average mathematics score post-intervention was 75.76 percent, surpassing the 75 percent criterion. Mathematics learning achievement, as measured by the average score post-intervention, reached 75.45 percent, fulfilling the 75 percent criterion.

DEVELOPMENT OF LEARNING DEVICES USING PROBLEM-BASED LEARNING MODELS TO FACILITATE MATHEMATICAL PROBLEM-SOLVING ABILITY FOR CLASS XII SMA/MA ON COUNTING METHODS

This research is development research which aims to produce a syllabus, learning implementation plan (RPP), and student worksheets (LKS) with a Problem-Based Learning model to facilitate mathematical problem-solving abilities in class XII SMA/MA on counting methods. This development research uses a 4-D development model. The instruments used in this study were validation sheets to assess the validity of learning tools (syllabus, lesson plans (RPP), and worksheets (LKS)) and student response questionnaires to assess the practicality of worksheets. For this study, from the results of the analysis of the validation sheet data, the average syllabus value was 3.73, with a very valid category. The average value of lesson plans is 3.70 with a very valid category, and the average value of the LKS is 3.67 with a very valid category. Whereas for data analysis of student response questionnaires, very practical results were obtained with a value of 3.55. Based on data analysis and discussion, it can be concluded that the syllabus, lesson plans, and worksheets developed in this study met the very valid criteria, and the developed worksheets met the very practical criteria.

Exploring the Characteristics of Digital Pedagogy Model for Developing Computational Thinking in Mathematical Problem Solving

Challenges in the 21st century are increasingly complex, technology is developing rapidly and competition is getting tougher. Therefore we need quality human resources that can keep up with and anticipate the times. The use of technology involves computational thinking (CT) skills which are closely related to the problem-solving process. The stages in computational thinking are part of mathematical thinking, meaning that learning mathematics can support students' CT skills. Through the development of digital pedagogical models in CT integrated mathematics learning, it can improve problem-solving skills. This research uses design based implementation research with 4 phases including; preliminary research, prototyping, results, and design principle. The participants were 28 grade 8 junior high school students who took part in two rounds of experiment in direct CT activities and digital CT activities. In this paper, we present an iterative mathematical problem-solving process in the digital pedagogy model. The computational task, environment, tool and practices were iteratively improved over two rounds to incorporate CT effectively in mathematics. The results from CT environment demonstrated that direct CT activities are more effective than digital CT activities in mathematical problem-solving. Based on empirical research, we summarize the characteristic of the digital pedagogy model from computational tasks, computational environment and tools, and computational practices in mathematical problem solving.

KEMAMPUAN LITERASI NUMERASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH BARISAN DAN DERET ARITMATIKA

This research aim to describe students’ numeracy literacy skills in solving mathematics problems in the form of story problems. The students involved were class X students at one of 36 high schools in Karawang district, then selected 3 students with high, medium, and low numeracy literacy skills. The method used is a case study research method with a qualitative descriptive approach. The data collection technique usedin this survey is a two dimensional description test of arithmetic rows and rows, documentation, and interviews. The data analysis technique is in the formof an aveage percentage for each indicator of numeracy literacy ability, availability of subject to be intervewed, subject answer and conclusions. The results of the study show that the subject with high numbering numeracy literacy is capable of solving problems using symbols and numbers, able to analyze the information presented, and able to interpret the result of the analysis to draw the conclusion correctly, where as the subjects with the literacy of categorical numeration are not capable of interpreting the results of analysis, and subject with low category numerational literacy does not meet the three indicators of numerational literacy, this is because the student isnot accustomed to working on the story. It was concluded that the numerical literacy of the entire student was categorized quite well.

The Correlation between Mathematical Disposition and Problem Solving in Junior High School Students

The aim of this study is to examine the relationship between mathematical disposition and problem-solving abilities of junior high school students. This research was conducted to understand the extent to which mathematical dispositions contribute to students' problem-solving abilities. The research method used in this study is a survey method with a cross-sectional design involving 25 seventh-grade students from the 2019/2020 academic year in a junior high school in Bandung city. Data on mathematical disposition were collected using a questionnaire, while problem-solving abilities were assessed using a disposition questionnaire instrument. Data analysis was conducted quantitatively using descriptive statistics (including mean, maximum value, minimum value, and standard deviation) and inferential statistics (using the product-moment correlation). The results of the study show that there is a positive correlation between mathematical disposition and students' problem solving abilities with a strong correlation level.

Effectiveness of Digital Versus Printed Arabic Text on the Literacy mathematics tasks of Seventh- and Eighth-Grade Students.

Studies have demonstrated that use of digital rather than printed texts improve student literacy (reading comprehension of Problem solving in mathematics) and boosts motivation. The current study examines the effectiveness of digital versus printed media on the literacy of seventh- and eighth graders in Arab schools in Israel. This is the first time this topic has been examined in this setting. The study uses a quantitative methodology that involved 132 students and 77 teachers from middle-schools in the Arab sector in Israel. Two questionnaires, the first for students and the second for teachers were distributed and the data were analyzed using SPSS. The results reveal that both seventh- and eighth-grade students perform better using digital rather than printed material. No discernible gender difference was found.

Ethnomathematical problems in the context of the ethnocultural content of mathematical education

Relevance. The relevance of this study lies in the fact that modelling the content of ethnomathematical problems determines the range of mathematical competencies and skills, including mathematical reasoning and problem-solving, the cycle of which comprises the corresponding ethnocultural processes. Modelling measures how effectively the state prepares students to use mathematics in all aspects of their personal, civic, and professional life so that they become rational, committed, and thinking members of modern society.Purpose. The purpose of this study is to investigate the modelling of ethnomathematical problems necessary for the successful establishment and development of mathematical competencies of students in grades 5�6.Methodology. These problems include the use of concepts, properties, procedures, and tools to describe, explain, and predict phenomena, which, in turn, help to draw informed conclusions and make informed decisions.Results. The role of ethnomathematical problems in a rapidly changing world driven by new technology and trends, where students in grades 5�6 are creative and actively involved in learning, can be of great importance and enable the children to make non-standard decisions on behalf of themselves or the society they live in. This puts at the forefront the capacity for mathematical thinking, which has always been part of the development of teaching competencies. Modern technological advances also require students to understand the concepts of computational thinking that are part of mathematical skills. The ability of modelling allows enables logical reasoning, as well as allows honestly and convincingly presenting arguments, which are becoming an increasingly important structure of ethnocultural practice in the modern world.Conclusions. The practical significance lies in the definition of mathematical means of folk pedagogy, which allows developing a methodology and technology of teaching to structure and model the content of ethnomathematical tasks.

Validity of Metacognitive Awareness Inventory as A Measuring Tool for Metacognitive Ability in Mathematics Problem Solving

Purpose: The purpose of this study was to explore various theories about metacognition, especially the measurement of metacognition using the Metacognition Awareness Inventory (MAI) and its relation to problem solving. The goal of this research is to describe the validity of the metacognition ability instrument in solving mathematical problems that require metacognition awareness. Theoretical Framework: Problem solving is an essential part of the mathematics learning process. Metacognition becomes an important issue along with the trend of 21st century learning. Metacognition is important in achieving student cognitive learning outcomes, specifically in increasing the effectiveness of learning strategies. Many methods have been used to assess metacognition, including questionnaires, interviews, analysis of thinking-aloud protocols, observations, awareness-raising tasks, diaries, and autobiographies. The Metacognition Awareness Inventory is one tool for determining the level of student metacognition (MAI). Method: Various studies related to metacognition have been carried out. This is a descriptive leather research to assess and obtain a valid quality instrument to characterize metacognitive ability in solving mathematical problems. Five Evaluation Experts in Mathematics Education validated the instruments. Expert judgment is used to validate constructs using the Objective Concruence Index assessment. MAI are also empirically validated by using 157 high school students as respondents. Results: According to the results and research findings, MAI has eight indicators: 1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation. Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. To obtain a truly valid instrument, several points of the MAI statement on the components must be improved: (1) procedural knowledge; (2) planning; and (3) information management. Furthermore, performance assessment through student activities or activities during learning is required to confirm MAI results and students' metacognitive knowledge. Conclusions: MAI meets the construct validity criteria, especially in terms of content validation and internal consistency (reliability), by maintaining 51 statements from the original questionnaire. Overall, MAI that has been compiled is valued valid and reliable to be used as a metacognition assessment instrument in solving mathematical problems. It can be concluded that the MAI is a valid instrument in measuring metacognition in problem solving.

The Students’ Mathematic Problem Solving Profile Reviewed on Gender Differences

The purpose of this research is to clarify how gender differences affect students’ ability to solve mathematical problems. This research uses a descriptive methodology and is classified as qualitative research. Students in SMA Batik 2 Surakarta’s eleventh grade for the 2020/2021 academic year are the research’s subjects. Retrieval of the challenge is finished by way of snowball sampling technique. The strategies of gathering statistics are executed by using the written check of college students’ problem fixing and interview. The research employed problem understanding, answer planning, troubleshooting as deliberate, and re-examining the solution’s outcome as indicators of problem solving. The consequences of the research display that female students can do all trouble solving tiers of mathematics at the same time as male students only perform a little trouble solving stages of mathematics.

DEVELOP THE CAPACITY FOR MATHEMATICAL PROBLEM-SOLVING AMONG VIETNAMESE 5TH GRADE STUDENTS THROUGH TEACHING AND SOLVING PRACTICAL PROBLEMS

The 2018 General Education Program for Mathematics in Vietnam outlines five components of mathematical competence that need to be formed and developed for students. Mathematical problemsolving ability is one of the five competencies specified in the mathematics curriculum. This paper presents a study on mathematical problem-solving ability and proposes a teaching process to develop this competence for 5th-grade students in Vietnam through teaching practical problem-solving. The proposal is illustrated with three examples related to real-life situations in three different topics in the 5th-grade Mathematics curriculum. Through solving practical problems, students not only practice mathematical knowledge and skills but also have the opportunity to develop their mathematical problem-solving ability and apply mathematics to real-life situations.

Correlational Study of Mathematical Problem Solving Ability of Vocational High Students Based on Self-Persistence

The ability to solve mathematical problems is the main goal in learning mathematics to improve students’ thinking power which is influenced by self-persistence. This study aimed to obtain empirical evidence regarding the effect of self-persistence on mathematical problem-solving abilities. The object of this study was students of Vocational High School in West Jakarta, Jakarta Province, Indonesia with 92 respondents. The data collection method used survey questionnaires on self-persistence variables and tests on mathematical problem-solving ability variables. The data analysis technique uses simple linear regression analysis with the help of the SPSS program. The results showed that there was a significant influence of self-persistence on the ability to solve mathematical problems

Developing MoAR-Integrated Printed Learning Modules to Improve Mathematical Problem-Solving Abilities in Geometry Learning

This research develops an interactive printed learning module with Augmented Reality (AR), adopting the design research methodology and ADDIE model. The primary focus is to improve students’ mathematical problem-solving abilities by integrating AR technology to contextualize abstract concepts in real-life scenarios in a printed module on geometry learning. This study presents a MoAR-integrated printed learning module that combine meticulously planned educational materials, engaging activities, evaluation, 9E learning cycle syntax, problem-solving steps, and QR-code markers. The module seamlessly integrates with the MoAR apps, further the learning experience. The module’s validity is confirmed by a panel of seven experts, yielding a high V-coefficient of 0.92. The implementation was done at Public Junior High School SMPN 2 Mantup, involving 68 students in experimental and control classes. Practicality and effectiveness analysis measured through questionnaires and N-gain score comparison indicate that the developed learning module is practical and led to a higher increase in problem-solving abilities in the experimental class compared to the control class. This study represents an innovation in mathematics learning by integrating AR technology into a comprehensive printed learning module designed for independent use. It is recommended for further researchers to include the development of more specific AR content for particular mathematical topics and analyzing the long-term impact of AR use on improving mathematical abilities.

Misunderstandings and Strategies in the Training of Pupils’ Mathematical Problem-Solving Ability

Misunderstandings and Strategies in the Training of Pupils’ Mathematical Problem-Solving Ability

Learning Mathematics through Students’ Worksheets with Open-Ended Approach: A Students’ Errors Analysis on Mathematical Problem-Solving Ability

Learning Mathematics through Students’ Worksheets with Open-Ended Approach: A Students’ Errors Analysis on Mathematical Problem-Solving Ability

Creative Thinking Process of Kinesthetic Male Students in Solving Mathematics Problems in Elementary School

Creative Thinking Process of Kinesthetic Male Students in Solving Mathematics Problems in Elementary School

Students’ Pseudo-Thinking Process in Solving Mathematics Problems in Terms of Learning Style

Students’ Pseudo-Thinking Process in Solving Mathematics Problems in Terms of Learning Style

Use of Scaffolding Techniques in Mathematical Problem Solving in Students Who Have Mathematics Anxiety

Solving mathematical problems is important in mathematics. This research aims to determine the mathematical problem solving abilities of students who have moderate levels of mathematics anxiety by using scaffolding techniques. This type of research is qualitative with a case study approach. The research subjects were 3 class VIII students at a junior high school in Purworejo, Central Java. The research instruments used included problem-solving ability test questions, mathematics anxiety questionnaires, and interview guides. Data is analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that subjects who have mathematics anxiety are having difficulty determining mathematical models and have difficulty with mathematical calculations. The scaffolding technique provided is level 2 in explaining, reviewing, and restructuring. After getting the scaffolding technique, students with mathematics anxiety are able to solve mathematical problems.