Problem-solving Steps Research Articles

Description on 10th grade–science Students’ Problem solving skill based on Wankat and Oreovics Theory viewed from Mathematical logical intelligence

This research aims to describe the ability of problem-solving based on the theory of Wankat and Oreovicz reviewed from mathematical logical intelligence in a system of linear equations in three variables. This research is a qualitative research with a descriptive method. The subjects in this research were students of class X IPA who represent each category of mathematical logical intelligence that is high, medium, and low. The research instruments consist of the mathematical logical intelligence test, the problem-solving ability test, and the interview guidelines. The results of research show that: (1) the student with high mathematical logical intelligence was able to solved the problem well. (2) the student with medium mathematical logical intelligence was able to do problem solving altough they did exprience misconseption in the calculating process; (3) the student with low mathematical logical intelligence was able to carry out same step of problem solving that is exploration step.

Metacognition Profile of Vocational High School Students in Mathematics Problem Solving Based on Logical Thinking Skills

This study describes the profile of vocational high school students' metacognitive abilities in mathematics problem solving based on their logical thinking abilities. This research was conducted using descriptive research methods with a qualitative approach. The data was collected using a logical thinking ability test and problem-solving test and. Three students were selected who met different logical thinking stages: the abstract operation stage, the transition stage, and the concrete operational stage. The results showed the subject of the abstract operation stage fulfilled the metacognition stage by re-describing the given problem, knowing the relationship between what was known and what was asked, working on the problem by writing down what was known and asked and entering into the formula and also checking the answer. Transition stage subjects fulfill the metacognition stage by describing initial information and instructions, performing problem-solving steps, and counting to check completed work. The subject of concrete operations fulfills the metacognition stage by stating information and instructions that are non-specific and detailed. The subject has not been able to state the proper steps to ensure the information's conformity with the problem, and the subject sees what is done by calculating.

Student’s Problem-Solving Skills in Thermodynamics at Dampelas 1 Senior High School

This study explores students' problem-solving skills in thermodynamics at Grade XI Science Senior High School 1 Dampelas. This research is a qualitative descriptive study. The research subjects consisted of 6 students was conducted in a high school in Dampelas. The research instrument used was a test of student’s problem-solving skills on thermodynamic based on Polya's problem-solving. Respondents consist of various cognitive abilities (high, medium, and low). They were also willing to do an interview. This study indicated that students' problem-solving skills on thermodynamic materials based on Polya's problem-solving steps in the "problem understanding stage" indicator are in the moderate category. Similarly, the "planning stage" indicator is categorized in the moderate category, whereas the "implementation stage" indicator. The "revisiting stage" falls into the moderate medium category with an average percentage of 66.66 %. This research implies that it is hoped that the teacher can use the Polya stages in giving practice questions or homework to students to solve physics problems.

PROSES BERPIKIR SISWA SEKOLAH DASAR DALAM PEMECAHAN MASALAH MATEMATIS PADA MATERI OPERASI HITUNG CAMPURAN

This research includes qualitative research. Qualitative research is research that examines phenomena in a state of potency and attempts to describe these phenomena. The phenomenon studied in this study is the way of solving and thinking processes of students in mathematical problem solving related to mixed arithmetic operations by fourth grade elementary school students. The method of solving the problem will be studied according to the four steps of Polya's problem solving, namely: (a) understanding the problem; (b) planning solutions; (c) solving problems; (d) re-examine the results of the work. In this paper, we will discuss how to solve a student's problem and his thinking process in solving mathematical problems related to mixed arithmetic operations.

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Polya propose the didactic problem-solving strategy to strengthen the teaching and learning processes in the mathematic field. Thus, this strategy can be applied in other fields such as physics teaching the article proposes an evaluation strategy based on the design of a rubric to assess the processes associated with solving mathematical problems, as a classroom research work based on Research, Pedagogical Action. As one of the results, an analytical rubric composed of criteria and indicators associated with the steps of Polya problem solving is proposed, as well as a reflection associated with the teaching of problem solving in the engineering area.

Problem-solving step analysis for increasing tire static balance levels: a case study

One of the company's efforts in implementing the commitment to customer satisfaction is carried out through continuous improvement activities. All indicators are evaluated to determine the level of quality stability against process variations that will impact non-compliance with predetermined product specifications. One of the quality problems found in the tire manufacture industry is the out-percentage of tire uniformity, which suddenly increases, one of which is the value of static balance. This study analyses the process variation factors that occur to take corrective and preventive actions through a series of Root Cause Analysis (RCA), Fault Tree Analysis (FTA), and Failure Mode and Effect Analysis (FMEA). Refers to the analysis result, it was found that there was a problem with the rubber film gauge variation at the manufacturing step of the steel breaker, one of the material components in the tire construction. Two main factors cause rubber film thickness variation: rubber sticky with roll calendar, Radial Run Out (RRO) Roll Calendar out standard, and viscosity compound variation with 12 root problems found. The results of the improvements that have been made can effectively improve rubber film thickness variation, increase the Cpk level of steel breaker material from 0.82 to 1.91 and reduce the out percentage ratio of static balance by 54.65%.

Error analysis in solving the linear equation system of three variables using Polya’s problem-solving steps

Recently, students still often have difficulties and share common mistakes in solving the linear equation system of three variables. This qualitative descriptive research describes the errors and causes of students’ errors in solving the linear equation system of three variables using Polya’s problem-solving steps. The subjects were 33 students of Grade 10 Science at one of the Senior High School in Indralaya. The data collection techniques used observation, student worksheets, and interviews. The results showed there were several students’ errors and the causes of students’ errors in solving the problems. These errors are errors in identifying the known and asked information, errors in making mathematical models of problems, errors in calculations, errors in arranging the linear equation system of three variables, and errors in giving valid reasons for their answers. The causes of these errors are the limited time for understanding the problem, careless in doing calculations, forgetting the formulas, and lacking understanding of variables concept.

Conceptual Thinking Profile of Mathematics Education Department Female Student in Solving Problems

This research described the conceptual thinking of female student in solving math problems. The research subject was a female student of Mathematics Education who had the upper middle category of mathematics ability. This research was an exploratory research with a qualitative descriptive approach. The data were collected through problem solving tasks and in-depth task-based interviews. The validity of the data was done through continuous observation, time triangulation, and member check. Data analysis was carried out through several stages, namely data categorization, data reduction, data presentation, data interpretation, and conclusions. The results showed that in understanding the problem, the female student made symbolic and pictorial representations separately. She mentioned the concept while drawing. In making plans, the female student’s strategies were based on certain concepts and were related to problem questions, so that the plan of solving steps was not yet complete. In implementing the plan, the female student determined the initial steps for solving certain concepts that can be resolved and linked them to the problem questions. She did the problem solving partially based on the relationship between concepts, so that the problem solving steps were less systematic.

Students’ Reflections on Dispositions in a Mathematics Classroom

This study investigates students' dispositions through a qualitative study that analyses students' reflective journal entries. It captures students' dispositions and describes how the reflective activities influence their engagement in mathematical problem-solving. The findings showed that the students considered the mathematical problems challenging, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first step in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms.

Senior High School Students’ Mathematical Problem Solving Of Three-Variable Linear Equation System

The aim of this research is to find the difficulties of students in solving word problems in the three-variable linear equation systems subject. Before they took a mathematical problem-solving exam, the learners were given reinforcement of prerequisite knowledge of the intended subject. The problem-solving test indicators used in this study were taken from Polya's problem-solving steps consisting of (1) recognizing the question, (2) making a plan for problem-solving (developing a plan), (3) implementing the plan for problem-solving, and (4) looking back. The research method used in this study was a qualitative descriptive. The subject in this study was 15 students who were 10 th graders of senior high school. The data were obtained from a student performance who took mathematical problems solving test. The result obtained from this study can be seen from the number of students whose achievement indicators formulate a plan of 49.6%, achievement in completing plans 14.1%, and achievement in checking solutions 2.2%. However, the indicators of understanding the problem area in the good category, namely 80%. The result of this study showed that the students were only able to solve the word problems for understanding the problem (good category) and devising the plan steps (mediocre category), whereas they got difficulties in solving the word problems in carrying out the plan and looking back (low category).

Students’ Thinking Process When Using Abductive Reasoning in Problem Solving

Background : Abductive reasoning is the process of making conjectures to explain surprising observations. Although this conjecture is not certain to be true, in solving a problem, this reasoning is very helpful to determine the best solution strategy. Objectives : The study aims to investigate whether all types of abductive reasoning lead to the formation of new schemes. Design : This research used a qualitative approach with a descriptive exploratory design. Setting and Participants : A total of 41 students of the bachelor of mathematics education program were involved in solving a task and then 8 persons were chosen to be deeply interviewed which representing the types of undercoded and overcoded abductive reasoning. Data collection and analysis : The collected data were the results of the students’ works and task-based interviews. Piaget's schema theory was used to analyze students' thinking processes using abductive reasoning. The analysis was carried out at all steps of problem solving, namely understanding the problem, devising a plan, carrying out the plan, and looking back. Results : Those who carried out overcoded abductive reasoning used this reasoning to determine problem solving strategies. Meanwhile, those who carried out undercoded abductive reasoning used it to determine problem solving strategies as well as to form new schemes. Conclusions : The results showed that students who did abductive reasoning did not always produce new schemes. This study also notes that the truth value of answers from the application of abductive reasoning in problem solving was open and the importance of the look back step to perform accommodation.

ANALYTICAL THINKING PROCESS OF STUDENTS IN SOLVING MATHEMATICAL PROBLEMS OF QUADRATIC FUNCTIONS

Analytical thinking is an ability to observe objects thoroughly and solve facts comprehensively. This study is set to describe students' analytical thinking processes in solving mathematical problems, especially in quadratic functions. It employs a qualitative approach with qualitative descriptive research. The subjects in this study are one student with high mathematics ability, one student with medium mathematics ability, and one student with low mathematics ability of Tenth Grade of State Islamic Senior High School 3 Tulungagung. Data collection are carried out through task-based interviews. Meanwhile, data analysis technique are data reduction, data presentation, and conclusion Based on the results of data analysis and discussion, it is concluded that (1) The student with high mathematical ability pass several stages, namely differentiating, and organizing, he/he can solve the quadratic function problem properly according to the problem solving steps. (2) The student with medium mathematical ability can go through differentiating and organizing stages. But at the attributing stage, he/she are less able to solve problems based on the objectives. (3) The student with low mathematical ability tends not to pass differentiating, organizing, and attributing analytical thinking stages. He/she are less able to solve quadratic function problems according to the solving steps.Keywords: Analytical thinking process; problem solving; quadratic functions

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Problem Solving

The purpose of this study is to create and develop teaching materials in the form of Students’ Worksheet (LKPD) Based on Problem Solving in Social Arithmetic Materials. Problem solving steps are used in LKPD, according to the steps according to Polya, namely: (1) understanding the problem; (2) planning; (3) implement the plan; (4) look back or check again. This type of research is Research and Development (RND), using development steps according to Borg & Gall which has been transformed by Sugiyono. The development steps are limited to seven steps. Among them; potential and problems, gathering information, product design, product validation, product improvements, product trials, product revisions. The final percentage of design expert validation is 90%, with very valid categories, 80% with valid categories from material experts, and 95% with very valid categories from linguists. As well as the results of questionnaire responses students get an average of 3.1 with interesting criteria. So it can be concluded that LKPD is feasible to be developed.

Analysis and Application of Dynamic Programming

Dynamic programming is a part that is not well understood in the introductory learning of algorithms, but it is also a part worth learning. It has been successfully applied in many fields, such as gene sequencing, human flow control, and hydropower resource allocation. This article systematically explains the principle of dynamic programming. At the same time, through the comparison with other algorithms, we can deeply understand the nature of dynamic programming and its advantages and disadvantages in solving problems compared with other algorithms. Finally, it analyzes the problem-solving methods and steps of dynamic programming based on relevant application examples.

Why and for whom does personalizing math problems enhance performance? Testing the mediation of enjoyment and cognitive load at different ability levels

In two context personalization studies, we examined (a) enjoyment and cognitive load as two potential mechanisms explaining the effects of context personalization on mathematical word problem performance, and (b) whether individual differences in math, reading and working memory ability moderated these effects. In both studies (Study 1: N = 238; Study 2: N = 149) primary school students from 6th grade completed math word problems in either a personalized condition or a control condition. Students rated their enjoyment and experienced cognitive load after each problem. Moderated mediation models showed that while ability, enjoyment and cognitive load significantly predicted performance, (a) personalization did not affect word problem performance, enjoyment or cognitive load, and (b) the three different abilities did not moderate these relations. The findings are discussed in light of three personalization principles (depth, grain size, ownership) and complexity in different steps of math problem solving.

The effectiveness of Automatic Network Administration (ANA) in network automation simulation at Universitas Pendidikan Ganesha

Network administration activities pose scalability challenges. Challenges arise when the devices handled are very numerous. Instead of using traditional methods, IT organizations need to implement automation methods. It is very inefficient to administer a large number of network devices by logging into them one by one. Human error is very susceptible to occur, which will cause configuration inconsistencies, to configuration errors, which will have an impact on poor network services provided. The automation method on the network is known as Network Automation (NA). NA uses an algorithmic approach in arranging steps in problem solving. NA is executed in the form of an application program that has the main function of automating routine, complex, repetitive, and comprehensive activities. Network administration activities that can be automated include routing automation, virtual administration and backup or restore. The simulation of NA implemented by ANA. ANA is the test is which was carried out using the Python programming language by utilizing Paramiko and Netmiko Library in a virtual environment using GNS3 and Virtual Box. The purpose of developing ANA was to make network administration activities run more efficiently. The results of applying the ANA can be taken into consideration in network administration activities. The result showed ANA was effective to prove the NA purpose.

The development of worksheet oriented by visual learning style to measure geometry problem-solving skills

Based on information from the math teacher at MTs. Nurul Islam Pasirian-Lumajang (East Java, Indonesia) which has 150 students of grade VII, there is a phenomenon was interesting. Many students like geometry lesson, this can be seen when the learning takes place with the media used interesting and many students like to draw flat shapes. However, when dealing with geometry problems, many students have difficulty determining the solution method. This study aims to develop teaching materials in the form of student worksheets on the circumference and area of a rectangle oriented towards students’ visual learning styles and visual perception skills. Next students will be given a test to analyze the ability to solve problems and in accordance with Polya’s problem solving steps that must be carried out sequentially, namely: understanding the problem, compiling a settlement plan, implementing the settlement plan, and checking the solutions that have been obtained. The development model used is the ADDIE model which includes: (1) Analysis, (2) Design, (3) Development or Production, (4) Implementation, and (5) Evaluation. Geometry material taken in this research is the perimeter and area of the rectangle. The results obtained from the analysis stage, that 50% of students have a visual learning style and for task analysis, the results obtained, of the 10 students who answered correctly there were only 2 students who answered correctly. After students read the material and worked on worksheets oriented to visual learning styles, there was a relatively significant change, out of 10 students there was only 1 student who did not understand in solving geometry problems.

Development of Online Student Olympiad Training Materials for Elementary School Teachers in Magersari Mojokerto Subdistrict in the COVID-19 Pandemic Era

In March 2020, the World Health Organization (WHO) declared COVID-19 as an international pandemic. This condition definitely affects the learning process, especially Mathematics learning in elementary school, and one of the goals expressed by Badan Standar Nasional Pendidikan (BSNP), namely that students have the ability to understand concepts, reason, solve problems, communicate ideas, and have an attitude of appreciating the usefulness of mathematics in life. Most elementary school teachers in Magersari District have not been able to do problem solving training for students and they need help to improve their abilities in assisting their students in solving Math Olympiad problems. Therefore, an activity was held to development of online student olympiad training materials for elementary school teachers in Magersari Mojokerto Subdistrict. Base on the evaluation, it can be concluded that this activity can improve the ability of teachers to develop Math Olympiad questions at the elementary school level and be able to solve them with problem solving steps; In solving problems related to integers, teachers can apply the properties of integer operations, and do not use formulas that are not familiar to elementary school children; And also, this activity is felt to be fun and in accordance with its objectives.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

The Effect of Computer-Free Coding Education for Special Education Students on Problem-Solving Skills

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called “21st-century skills” required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, the aim of this study is to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, computer-free coding applications were carried out with the participation of 34 students having the mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. An observation form was used to evaluate problem-solving skills. There was a significant difference [t(24)=-7.19, p<.001] between the pre and post-course skills of the students. While the average score of the students’ problem-solving skills was 10.68 in pre-course, in the post-course this score increased to 13.36. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.