Problem-solving Test Research Articles

Lapisan Pemahaman Dan Folding Back Siswa Dalam Menyelesaikan Masalah Matematika Ditinjau Dari Adversity Quotient

This study aimed to provide a comprehensive detail of comprehension development within the Pirie-Kieren layers of understanding and the process of students folding students in resolving issues related to a two-variable linear equation system, focusing on the concept of adversity quotient. The research employed a qualitative descriptive approach. The data was collected on 36 students from class VIII-B at State Senior High School 2 of Taman. Within this sample, 6 students were selected, comprising of 2 students classified as having a high adversity quotient (referred to as “climber”), 2 students with a moderate adversity quotient (referred to as “camper”), and 2 students with a low adversity quotient (referred to as “quitter”). The study used problem-solving tests and interviews as data-gathering techniques, followed by data analysis techniques outlined by Miles, Huberman, and Saldana.
 The findings of this study indicated that the climber students demonstrated proficiency across all eight layers of understanding, as proposed by Pirie and Kieren. Climber students exhibited the process of folding back, which involved retrieving previously learned information to effectively address the current challenge without deviating from the relevant subject matter. On the other hand, camper students could attain a level of comprehension that extends to the structuring layer, albeit with a limitation in terms of the maximum attainable layer. However, it is essential to note that not all indicators of layer understanding may be attained flawlessly by camper students. Camper students underwent a process of folding back, delving into deeper layers, and gathering additional information to ensure the accuracy of their work. Quitter students could attain the image-making layer because they use inappropriate methods. However, suppose they employ a trial and error; the resultant value must satisfy two equations. Camper students experienced folding back, delving into more profound layers, and gathering deeper layers to ensure their work's accuracy.

Revolutionizing Math Education: Unleashing the Potential of Web-based Learning Media for Enhanced Mathematical Problem Solving Skills

This research aims to develop web-based mathematics learning media with a focus on enhancing students' mathematical problem-solving abilities. The background of the study is based on the urgent need to address challenges in mathematics education and leverage technology to improve learning outcomes. The research method used is a development research with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) approach. Research instruments include student response questionnaires, media and material validation instruments, and mathematical problem-solving test questions. The research results show that the developed web-based learning media is valid and effective in improving students' mathematical problem-solving abilities, as the paired samples t-test yields a significance score of 0.002 (p < 0.05). Students' response to this learning media is positive, and there is a significant improvement in mathematical problem-solving test scores. The conclusion of this research is that the use of web-based learning media has the potential to enrich mathematics education and enhance student learning outcomes. The implications of the research highlight the necessity of integrating technology in education to optimize learning and meet the learning needs of students in the digital era.

The Effectiveness of the Robinson Model (SQ3R) in Improving the Ability to Solve the Problem among Seventh Grade Students

This study aimed to identify the effectiveness of the Robinson model (SQ3R) in improving the ability to solve the problem among seventh grade students. To achieve the objective of the study, the problem-solving test was built with its four skills (understanding the problem, collecting data and selecting relevant information, solving the problem, reviewing the solution and verify its authenticity), in addition to verifying its validity and reliability. The semi-experimental approach was used, with a pre- and post-test. The sample of study consisted of (34) female students, equally distributed among the control and experimental groups. The results of the study showed that there were statistically significant differences between the averages for the performance of students of the experimental and control groups in each problem-solving skill individually, and on the total problem-solving test due to the teaching method and in favor of the experimental group. In light of the results of the study, the researchers recommend the necessity of employing the Robinson Model (SQ3R) in teaching mathematics to seventh grade.

The Implementation of Problem-Based Learning Model to Develop Students' Problem-Solving Abilities in Hybrid Mathematics Learning

<em>Based on the results of observations made and supported by previous research, it can be seen that the problem-solving ability of students still tends to be low. It can be seen that when students are presented with problem-solving problems, students are resistant and in the end unable to do the problem. Even though mathematical problem solving problems can support students' problem-solving abilities. Problem-solving skills are important as basic mathematical competencies and as provisions for everyday life. The purpose of writing this paper is to analyze the application of the PBL model in developing students' problem-solving skills in mathematics learning in a hybrid context. The subject of this study was a grade VII student at a private school in Bogor. The study used descriptive qualitative methods. The instruments used in this study include learning observation sheets, problem-solving tests, student observation sheets, and teaching reflections. The data obtained from the instrument is then processed in a simple descriptive manner, and the results are analyzed qualitatively. The results showed that the application of the PBL model was able to develop the problem-solving ability of grade VII students in mathematics learning. The PBL model is able to equip students to face the challenges of daily life by developing problem-solving skills. Therefore, the suggestion presented to the next researcher is to increase the number of meetings in applying the PBL model to gain a better conceptual understanding for students. Meanwhile, the advice addressed to teachers is to vary the problem solving, one of which is by giving group projects.</em>

Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient

Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.

EKSPLORASI GESTUR SISWA DAN KEMAMPUAN PENYELESAIAN SOAL CERITA PENALARAN TINGKAT TINGGI PADA OPERASI BILANGAN

This study explores the relationship between students' gestures and their high-level reasoning mathematical problem-solving abilities presented in the form of stories. It is quantitative research with a correlational approach. The research population consists of 30 fourth-grade students. The data collection instruments used were observation sheets and the PTT problem-solving test. The data analysis employed descriptive analysis, Classical Assumption Test, and Pearson correlation. The research results indicate significant findings, suggesting a relationship between students' gestures and their PTT mathematical problem-solving abilities, and the relationship between the two variables is negative

Evaluation of the Effectiveness of Strategies for Developing Mathematical Problem-Solving Abilities

This research aims to evaluate the effectiveness of strategies for developing mathematical problem-solving abilities at certain educational levels. Mathematical problem-solving is a critical skill required in various contexts of daily life and has a significant impact on the ability to understand mathematical concepts. The research method involved two groups of students, namely the control group and the treatment group. The control group followed conventional learning, while the treatment group was given special development strategies to improve mathematical problem-solving abilities. Research instruments include problem-solving tests, observations, and questionnaires. Data analysis was carried out through statistical techniques, including descriptive analysis and hypothesis testing. The research results showed that the group of students who applied the development strategy experienced a significant increase in mathematical problem-solving abilities compared to the control group. This research contributes to the practical understanding of the effectiveness of strategies for developing mathematical problem-solving abilities in specific educational environments. The implications of this research can be used as a guide to improve learning approaches in the context of developing mathematical problem-solving abilities at the relevant educational level.

Level of visual geometry skill towards learning style Kolb in junior high school

This study aims to conduct an in-depth analysis of the visual thinking level of junior high school students with the learning style of assimilators, converges, accommodators, and divergers in solving geometry problems. The type of research used is qualitative research with a grounded theory and case study design. The subjects studied were junior high school students consisting of 6 of 56 students. Data were collected through a learning style inventory (LSI) test given to 56 students to group participants based on the learning style of the Kolb model, then a geometry problem-solving test and interviews were given to 6 students, namely two assimilator students, one converges, one accommodator, and two diverger students. The analysis is based on data from written test results and interviews. Then, time triangulation is carried out to obtain valid research data. The analysis was conducted based on data from written test results and interview results paired with video recordings. Then, triangulation of time is carried out to obtain valid research data. The results of the analysis showed that assimilator students and converger students were able to achieve at the global visual level, namely being able to carry out visual thinking activities well in solving problems, illustrate the problem correctly in geometric drawings/objects, represent problems in mathematical symbols precisely and can express relationships between images well. While accommodator and diverger students can only reach the local visual level, they have yet to be able to show every visual thinking activity well in solving geometry problems, illustrating problems in geometry drawings that could be more precise, and solving rudimentary geometry problems.

Analysis of Algebraic Operational Problem-Solving Ability in Terms of Adversity Quotient

The adversity quotient (AQ) is used in this study to describe a person's ability to solve algebraic operations problems. Grade VIII students of Intelligent Pure MTs are the focus of this research. Data collection techniques included tests of problem-solving abilities, adversity quotient (AQ) questionnaires and interviews as part of a descriptive qualitative research method. Miles and Huberman's model and data reduction were used to analyze the data. The results showed that students who had high remaining bad luck (AQ) (Climber) were able to dominate markers of critical thinking skills, and their experimental results reached a score of 90; students who had moderate remaining difficulties (AQ) (Camper ) did not entirely dominate the problem capacity indicators and experimental results. They achieve a score of 70, students with low residual Luck (AQ) (Quitter) cannot master the problem ability indicators, and the test results reach a score of 50. And the conclusion from the results of the problem-solving test on algebraic operations is that the higher the students' Adversity quotient (AQ), The higher (Climber), the better the results obtained in completing solving problems in algebraic operations.
 Keywords: problem-solving, algebraic operations, adversity quotient.

The Use of the KWDL Technique in Developing Grade 4 Elementary School Student Combined Operations

The ability to recognize one’s learning processes is important for learning mathematics as it helps learners to practice the thinking process of how each element works in solving mathematics problems. The K-W-D-L technique has emerged as a technique that could bring about metacognition in learning and it could be beneficial in elementary school mathematics education. The objective of the study was to examine the effectiveness of the K-W-D-L technique on the learning achievement of fourth-grade elementary school students in combined operations. The participants grade 4 students in a public school in the Thai educational context. They were cluster sampling methods. The instruments were a K-W-D-L learning management plan, a learning achievement test, and a mathematic problem-solving test. The statistics used in data analysis were percentage, mean score, standard deviation, one sample t-test, and effectiveness index. The results of the study indicate the effectiveness index of the learning management plan designed using the K-W-D-L technique reached the determining criteria. Moreover, both participants’ learning achievement and mathematic problem-solving abilities were found to be at the desired level of the class.

OKUL ÖNCESİ ÇOCUKLARIN SOSYAL PROBLEM ÇÖZME BECERİLERİNE İLİŞKİN BİR ARAŞTIRMA

The aim of this study is to analyse preschool children’s social problem solving skills and the factors influencing those skills. Study sample, designed in survey model, consist of 200 children (103 boys,97 girls) who attend preschools and kindergartens located in Marmaraereglisi district of Tekirdağ province and affiliated with the National Education Ministry. In the study, demographic data of the participants were collected with the General Information Form, and data on children's social problem solving skills were collected with the Wally Social Problem Solving Test. As a result of the research, it was concluded that age and pre-school education had an effect on children's social problem-solving skills, while gender, socio-economic status, education and job of parents, family type and number of children in the family were not.

Analisis Kemampuan Pemecahan Masalah Berdasarkan Teori Polya dalam Menyelesaikan Soal Cerita Materi SPLDV Pada Siswa Kelas IX SMPN 6 Mataram TA 2022/2023

This research aims to describe the problem-solving ability in math word problems of the material of the system of linear equations with two variables for ninth-grade students of SMPN 6 Mataram in the academic year of 2022/2023 with high, medium, and low problem-solving abilities. This research is a descriptive-qualitative and quantitative type, using a test of problem-solving ability and interviews as research instruments. The sample consisted of 38 ninth-grade students of SMPN 6 Mataram, selected using purposive sampling. After selecting one class, a test of problem-solving ability was given, consisting of two-word problems, followed by an interview for each criterion of problem-solving ability test results. Data analysis technique was based on the results of the math problem-solving test, divided into three criteria: high, medium, and low. The results showed that (1) the problem-solving ability of ninth-grade students of SMPN 6 Mataram in solving math word problems of the material of the system of linear equations with two variables with high criteria had an average score of 85.3, (2) the problem-solving ability of ninth-grade students of SMPN 6 Mataram in solving math word problems of the material of the system of linear equations with two variables with medium criteria had an average score of 62.8, and (3) the problem-solving ability of ninth-grade students of SMPN 6 Mataram in solving math word problems of the material of the system of linear equations with two variables with low criteria had an average score of 31.9.

Integrating Marine Problems as Suplementary for Trigonometry Topic in Nautical Fishing Vessel Program

The students of the Nautical Fishing Vessel (Nautika Kapal Penangkap Ikan or NKPI) program at the State Secondary Fisheries Business School (Sekolah Usaha Perikanan Menengah Negeri or SUPMN) Pontianak cannot solve maritime problems properly, for example, shipping problems. One of the reasons is that maritime problems have not been integrated into the competency achievement indicators of Trigonometry topic. The aims of this research are to produce supplement of Trigonometry textbook that incuded marine problems. This research is a research and development (R&D) with 4D (define, design, develop, and disseminate) model. Data collection uses questionnaires, interviews, validation sheets, and maritime problem-solving test. The analytical techniques used include descriptive analysis and calculating the sign-test. The research results show that the supplement of Trigonometry textbook had a good impact on students’ skill in solving marine problems.

Analisis Kemampuan Pemecahan Masalah Word Problem PLSV

Problem-solving ability is a primary skill students should acquire in learning mathematics and is often connected to Adversity Quotient (AQ). This qualitative descriptive study describes the ability to solve PLSV problems regarding AQ (climbers, campers, and quitters) in 7th-grade students of SMP Negeri 21 Surabaya. Data were collected through questionnaires, tests, and interviews using instruments such as the AQ questionnaire sheet, Word Problem Solving Test (TPWP), questionnaires, and interview guidelines. The problem-solving ability in this study refers to the four stages of Polya's problem-solving ability including understanding the problem, planning, implementing, and evaluating. The results of this study showed that (1) the climbers subject was able to accomplish all of Polya's stages, (2) the campers subject, was able to accomplish three stages of Polya's problem solving, which were able to understand the problem, plan the problem solving, and carry out the problem-solving. Whereas, (3) the quitters subject, was unable to complete Polya's problem-solving stages as it showed that the subject was poorly understanding the problem, planning to solve the problem, implementing the solution plan, and incapable of looking back at problems that had been solved.

ANALISIS KEMAMPUAN METAKOGNISI MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DI PRODI PENDIDIKAN MATEMATIKA UNIVERSITAS TIMOR

Qualitative descriptive research that aims to analyze students' metacognition ability in solving mathematical problems. The three components of metacognition ability to be measured are developing a strategy or action plan, monitoring actions and evaluating actions. The data in this study was obtained from problem-solving test sheets, metacognition questionnaires and guidelines for interviews. The subjects in this study were students in semester 1 of the mathematics education study program for the 2022/2023 academic year by taking 3 students representing high, medium, and low ability groups. Based on the results of the study, it was obtained that students with high abilities can solve mathematical problem solving test questions because they already involve 3 components of metacognition ability very well, namely compiling action plans, monitoring actions and evaluating actions, students with moderate abilities have not been able to solve mathematical problem solving test questions because they have not evaluated actions so that there are still wrong final answers even though students Having the ability to strategize actions and monitor good actions, students with low abilities cannot complete mathematical problem solving tests because they have not been able to carry out action plans, monitor actions, and evaluate actions properly.

An investigation on the effects of attitude towards algebraic problem-solving achievement

The main focus of this work is to explore the effects of students’ attitudes towards problem solving (ATPS) in algebra with respect to gender and type of school. The contribution of the predictor variables of ATPS in algebra to the prediction of problem-solving achievement (PSA) is being investigated. For the study, 200 class IX students are randomly selected from the government (GOVT) and private (PVT) schools in the Morrigan district, India. The algebraic attitude scale (AAS) is used to determine students’ ATPS, whereas the problem-solving test (PST) is used to determine students’ PSA in algebra. The AAS instrument consists of three subscales: perseverance (PE); self-confidence (SC), and willingness (WL). The t-test and multiple regression analysis are used to analyze the collected data. The finding reveals that there are statistically significant differences in students’ ATPS based on gender and type of school. The finding also reveals that PE, SC, and WL have a significant positive relationship with the PSA in algebra. Therefore, it is suggested that teachers should make an effort to provide support in the form of explanations, modeling, coaching, and other forms of assistance, as well as a conducive environment that encourages students’ overall ATPS that can enhance their PSA in Mathematics.

The predictive power of dispositional mindfulness and dispositional serenity for creative functioning

This study aimed to investigate the roles of two positive personal characteristics – dispositional mindfulness and dispositional serenity – in creative functioning from the perspective of positive psychology. A total of 598 (51.3% females) university students in Hong Kong took part in the study. Dispositional mindfulness and serenity were assessed with the Mindful Attention Awareness Scale and the Brief Serenity Scale, respectively. By adopting a multiple-measurement approach to creativity, creative functioning was assessed with three commonly used creativity tests: (1) a divergent thinking test, (2) the Test for Creative Thinking–Drawing Production, and (3) a creative problem-solving test. Each of these tests focuses on a specific aspect of creative functioning (i.e., idea generation, combinatory ability, and restructuring ability). Hierarchical multiple regression analyses were applied to test the hypothesized positive role of dispositional mindfulness and serenity in predicting creative functioning. Lending support to the positive psychology perspective, our findings suggest that dispositional mindfulness and serenity have unique contributions to creative functioning. Enriching the discourse of the positive psychology perspective, our findings on the one hand suggest that the predictive power of dispositional mindfulness varies across aspects of creative functioning; on the other hand, however, dispositional serenity presents a somewhat consistent and stable predictive power across aspects of creative functioning. These findings shed light on improving creative functioning by promoting positive human characteristics.

Okul öncesi çocukların evlilik çatışması algısı ile kişilerarasi problem çözme becerileri arasındaki ilişkinin incelenmesi

One of the most important perspectives explaining the effect of marital conflict on children is the Cognitive-Contextual Theory. Within the framework of this theory, the aims of the study were to examine preschool children's perceptions of marital conflict; to investigate the effect of children's perceptions of marital conflict on their problem-solving skills; and to find an answer to the question of whether the interaction effect of children's perceived conflict frequency and parental conflict resolution type will make a difference in interpersonal problem-solving skills. Participants were 106 kindergarten children aged 5-6 years and their mothers. “Perception of Marital Conflict Cards” and “Preschool Interpersonal Problem-Solving Test” were administered to children and “O’Leary Porter Marital Conflict Scale” was applied to mothers.
 To examine children's perception of marital conflict, the answers to the Perception of Marital Conflict Cards were analyzed by content analysis. The findings supported the Cognitive-Contextual Theory for the 5-6 aged. Regression analysis results showed that children's perceived frequency of conflict, feelings of sadness, and perceived type of parental conflict resolution significantly predicted interpersonal problem-solving skills. Two-way ANOVA was used to examine whether the interaction effect of children's perceived frequency and parental conflict resolution type differentiated interpersonal problem-solving skills. No significant difference was found in the interaction effect. However, the main effect of children’s understanding of parental conflict resolution type is found to make a significant difference in children’s problem-solving skills. The findings revealed that marital conflict is more than a problem within the family and its importance in children's peer relationships.

Teachers’ Teaching Practices and Students’ Self-Concept in Relation To Problem-Solving Performance

The teachers’ teaching practices and the students’ self-concept play a vital role in the performance of students in Mathematics. This study explored the extent of Mathematics teachers' teaching practices and the level of the students' self-concept toward mathematics in relation to problem-solving performance. It was conducted on a total of 111 Grade 10 students who participated in the limited face-to-face classes in all secondary schools in District 10 of the Division of Ozamiz City. This study employed a descriptive-correlational research design. Questionnaires and a problem-solving test were utilized in gathering the data that were analyzed and interpreted using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. Results showed that the Mathematics teachers' teaching practices were demonstrated to a great extent. The students have a fair level of learned self-concept, organized self-concept, and a good level of dynamic self-concept. However, the students' performance in problem-solving did not meet the expectations of the standards set by the DepEd. It was found that there was a significant relationship between the teachers' use of mathematical representations in teaching and the students' problem-solving performance in Mathematics. Furthermore, there was a significant relationship between students' dynamic self-concept and problem-solving performance. The use of mathematical representations of teachers and students' dynamic self-concepts were the predictors of students' problem-solving performance.

Students’ Learning Trajectory in Solving Fraction Problems: Cases of Boy and Girl Students in Junior High School

This study aims to describe the learning trajectories of male and female students in solving fraction problems. The research subjects consisted of a male student and a female student who had the same mathematical ability. Learning trajectory data for both subjects were taken through fractional problem solving tests and in-depth interviews. Observations focused on the four stages of problem solving strategies, namely understand the problem, divide a plan, carry out the plan, and look back. Data analysis begins with examining all data, reducing data, grouping data, categorizing, coding, and finally checking data through time triangulation. The results of the study show that in understanding the problem, boys identify goals and information to solve the problem to state its completeness, and girls identify information to solve the problem to state its completeness. In making plans, girls complete in detail and involve many concepts, while boys only have one concept, so girls' learning trajectories are longer. While carrying out the plan, the two solve problems according to the plan. Looking back, girls used more than one method alternative while boys only used one alternative.