Story Problems Research Articles

Analisis Kesalahan Siswa dalam Mengerjakan Soal Cerita dalam Materi Statistika SMP Negeri 1 Binjai Kelas VIII

This research aims to describe the types of errors or causes of students solving statistics questions and describe students' difficulties in solving statistics story problems. This type of research is descriptive qualitative research which uses 3 research subjects. The research instruments used were test sheets, interview guidelines, and observation sheets. After the instrument is declared valid by the validator, a field trial is then carried out to analyze student errors. The research results showed that: Based on the results of the student answer sheets and the results of interviews with the 3 subjects, 3 errors were found in solving statistics story questions, namely conceptual errors, principle errors and procedural errors. The student who experienced the most errors was the student with the initials MA, and the student who experienced the fewest errors in solving statistics story problems was the student with the initials AD. The factor that causes students' errors and difficulties in solving word problems is that subjects with conceptual errors do not understand the concept of the mean and do not write down the definition of the mean. Furthermore, subjects with principle errors are subjects who do not pay attention to the prerequisites for using formulas because they forget how to do the questions. Then subjects with procedural errors are subjects who are less careful when calculating the final answer because of the subject's habit of not checking again when they have received the answer.

Deskripsi Kemampuan Pemecahan Masalah Pada Soal Cerita Materi Pythagoras Ditinjau Dari Tipe Kepribadian Myers Briggs Type Indicator (MBTI)

Problem-solving skills should be possessed by every learner. In order for problem-solving to provide meaningful and profound knowledge and experiences to learners, determining problem-solving strategies can be grouped according to the nature of the problem to be solved. There are several factors influencing problem-solving skills, one of which is motivation influenced by personality. One personality type is the Myers Briggs Type Indicator (MBTI). This research aims to determine the problem-solving abilities of students in Pythagorean theorem story problems based on the Myers Briggs Type Indicator (MBTI) personality types in the eighth-grade class E of State Junior High School 23 Pontianak. The research method used is descriptive with a qualitative research design. The data sources for this research are eighth-grade students in class E, and the data include problem-solving ability test sheets, MBTI personality type questionnaires, and interview results with students. The research results show that there are 12 MBTI personality types in class E of State Junior High School 23 Pontianak, including INFP, ISFJ, ESTP, ESTJ, ISFP, INTJ, ENFP, ESFP, ISTJ, INFJ, ENTJ, ISTP. These 12 personality types can execute the problem-solving steps according to Polya's theory.Keywords: Problem Solving, Pythagorean Theorem, Polya, MBTI

Analysis of Student Errors in Solving Word Problems using Polya Steps

This research was motivated by the many difficulties experienced by students in the mathematics learning process which had an impact on the occurrence of errors in working on mathematics story problems. These errors need to be known so that it is easier to find solutions so that these errors can be minimized. This research aims to determine the types and causes of errors made by students in solving mathematics story problems on single interest and compound interest materials using Polya's steps. This research method is qualitative with descriptive research type. The research subjects consisted of 2 students from 13 class XI TKP SMKN 1 Pariaman students, with the criteria being 1 student each from the medium group and 1 student from the low group. Data collection techniques include tests and interviews. The results of the research show that the percentage of errors made by students in solving mathematics story problems on single interest and compound interest material using Polya steps is: in question number 1, the biggest error made in the step of understanding the problem was 23.08%. Question number 2, the biggest error made during the rechecking step was 15.38%. In question number 3, the biggest mistake made in the step of understanding the problem was 19.23%. The factors that cause students to make mistakes include, not being used to writing information on questions using their own words, not writing down what they know and what is asked in the question correctly, not focusing when working on questions, not being careful in carrying out the calculation process, not being used to checking again, and rushing through the settlement process.

Teaching students with autism to solve mathematical story problems: A replication and extension

AbstractSolving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem‐solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities.

Analysis of Students' Mathematical Communication Skills Based on Verbal-Linguistic Intelligence in Solving Linear Program Problems

Students' ability to communicate, especially in learning mathematics, is still relatively low. Communication skills, especially in solving story problems, are more or less influenced by the intelligence of each student, one of which is verbal linguistic intelligence. This research is a qualitative research with a phenomenological approach. The subjects in this study were grade XI students at Bina Dharma 2 Bandung High School in the 2022/2023 school year totaling 22 students. The sampling technique used Purposefully select. The results showed that students with high linguistic verbal intelligence level were able to answer 5 indicators of mathematical communication ability, students with medium linguistic verbal intelligence level were able to answer 3 indicators of mathematical communication ability, and students with low linguistic verbal intelligence level were able to answer 1-2 indicators of mathematical communication ability.

Analysis of the Tenth Grade Students’ Numeracy Literacy Ability in Solving Contextual-Based Story Problems

The aim of this study was to describe the tenth grade students’ numeracy literacy ability in solving contextual-based story problems at SMK Negeri 4 Klaten in the 2022/2023 academic year. Taking research subjects using purposive sampling technique. The data collection techniques are documentation, tests and interviews. Based on the results of the study, it was obtained: students' numeracy literacy ability in identifying and understanding problems for students in the upper group had very good criteria (100%), students in the middle group had less criteria (50%) and students in the lower group had very poor criteria (0%); students' numeracy literacy ability in understanding and using symbols and numbers for group students with very good criteria (91.7%), middle and lower group students with very good criteria (87.5%); students' numeracy literacy ability in selecting and applying problem solving methods for students in the upper group had very good criteria (87.5%), students in the middle group had good criteria (79.2%), students in the lower group had good criteria (70.8%); as well as the ability of students' numeracy literacy in drawing and explaining the conclusions of the final results obtained from solving problems for students in the top group with very good criteria (91.7%), students in the middle and lower groups with good criteria (66.7%). In solving contextual-based word problems, students made several mistakes due to students' lack of accuracy and thoroughness both in reading the questions, writing answers and the calculation process.

Peningkatan Kemampuan Pemecahan Masalah Matematis Pada Soal Cerita Matematika Kelas V Melalui Media “Puzzle Cermat”

This research aims to improve mathematical problem solving abilities in mathematics story problem using the Smart Puzzle media. In this research, the material used in learning word problems was multiplication and divison of fractions for fifth grade elementary school students. Data collection was carried out at SD Negeri Pat Lor 05 with 22 students in class V elementary school. The type of research used is Classroom Action Research (PTK) which consists of II cycles, each cycle is held in 2x meetings. This research data was obtained through interviews, observations and tests. The test data resulting from mathematical problem solving abilities were analyzed based on the percentage of individual mathematical problem solving completeness. The analysis techniques used in this study are qualitative data analysis and quantitative data analysis. The results of the research showed that research showed that there was an increase in the percentage in cycles I and II obtained by class V students. This was shown by the students mathematical problem solving abilities referring to predetermined success criteria. The average score for cycle I was 70,3%, increasing in cycle II to 83,9%, an increase also occurred in the scores of students who had reached the KKM (80), namely increasing from 59% to 90,9%. Based on the results obtained, it can be conclude that learning using the Careful Puzzle media can improve the mathematical problem olving abilities of class V students at Pati Lor 05 Elementary School.

Factors That Influence Students' Ability To Solve Mathematics Story Problems

Factors That Influence Students' Ability To Solve Mathematics Story Problems

Analisis Kesulitan Belajar Peserta Didik Terhadap Materi Matematika, Khususnya Dalam Perkalian Berbentuk Cerita Di Kelas II Sekolah Dasar

Students who have difficulty learning mathematics will often make mistakes in learning to count and mistakes in solving word problems in mathematics. The difficulties experienced by students are difficulty in working on story problems due to the inability to understand the meaning of the questions and confusion when determining what arithmetic operations will be used to solve the story problems. The purpose of this research was to analyze the learning difficulties experienced by students as well as the factors that caused students’ learning difficulties in working on multiplication questions in the form of stories in class II elementary school. The method used in this research is descriptive case study. The subjects of this research are students and teachers of class II A at SDN 15 ULU GADUT. The data collection procedures used in the research are test’s, interviews, observation and documentation. The results of the research show that difficulties in learning mathematics include: 1) Difficulty in distinguishing multiplication problems from other material, 2) Student’s writing cannot be read, 3) Difficulty doing calculations in solving multiplication problems. Internal factors include: 1) Lack of enthusiasm for studying, 2) Low numeracy skills and difficulty understanding questions, 3) Not focusing on studying. External factors include: 1) Lack of attention from parents, 2) Often asking students to memorize multiplication, 3) Not using interesting learning media in teaching.

The Relationship between Reading Interest and the Ability to Solve Mathematics Story Problems in Elementary School Students

The Relationship between Reading Interest and the Ability to Solve Mathematics Story Problems in Elementary School Students

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII Pada Materi Notasi Ilmiah

In the 21st century, the skills demanded are not only the ability to memorize, but are demanded more on critical thinking skills, creativity, and the ability to solve problems in everyday life. One of the abilities that must be developed by students is mathematical problem solving ability. Without this ability, students cannot solve daily life problems related to mathematics or problems that do not have automatic solutions properly. The problem solving ability steps using the Polya's indicators, namely: 1) understand the problem, 2) make a solution plan, 3) solve the problems, and 4) re-examine. The purpose of this research is to analyze the types of errors that are still made by students in solving story problems. The method used is qualitative research with 32 subjects of 8th grade students. The data analysis technique uses indicators of mathematical problem solving ability by using student answers from the problems given, then assessed based on scoring guidelines. The results obtained obtained information that students' mathematical problem solving skills at the stage of understanding the problem and solving the problem are good, but on the indicators of compiling a solution plan and checking back most students have not done it.

SURVEI KETERAMPILAN BERHITUNG PENJUMLAHAN DAN PENGURANGAN SISWA KELAS RENDAH DI SD PADA PEMBELAJARAN MATEMATIKA

This study aims to assess the numeracy skills of low-grade students in solving addition and subtraction problems, and present solution options to overcome the problems that arise. The approach used was quantitative method. The research subjects consisted of second semester low-grade students at State Elementary School 07 Petukangan Utara, Pesanggrahan District, South Jakarta City. The data collection techniques used were written tests and documentation. From the results of the study, it was concluded that overall, counting skills reached 74.85%, categorized as sufficient. Obstacles in learning arithmetic include misconceptions in operations involving zero numbers, not understanding addition and subtraction procedures, difficulty understanding story problems, and lack of accuracy in working on problems. Solutions proposed to overcome learning obstacles during the learning process include the application of math learning, providing constructive exercises and reinforcement of concepts that are not understood. Based on these conclusions, the suggestions given are that teachers should pay attention to the level of student understanding, teach concepts by emphasizing their definitions and properties, and conduct further research to reveal problems and find solutions.

Analisis Kesulitan Menyelesaikan Soal Cerita Matematika Pada Siswa Kelas IV SDN Mekarjaya 14

This research aims to analyze the difficulties of fourth grade students at SDN Mekarjaya 14 in solving mathematics story problems. This research uses qualitative research with an inductive method. This research aims to gain knowledge based on correct and reliable data and facts about students' mathematics learning difficulties in the form of story problems. The research instrument used was observation of test questions in the form of stories. The technique for checking the validity of the data is using triangulation. Based on the results of observations, there were still many respondents who made mistakes in working on the questions, including mistakes in changing story questions into mathematical sentences and using arithmetic operations. In general, students have difficulty working on story problems which are presented in the form of story problems. Apart from that, respondents also did not master multiplying results up to 100. In accordance with findings in the field, it can be concluded that there were difficulties experienced by respondents, including difficulties in understanding concepts and material,master and use arithmetic operations, for example multiplication and division. Meanwhile, the factors that caused respondents to experience difficulty learning mixed arithmetic operations included their lack of mastery of the concepts of multiplication and division, and the lack of time provided by respondents to repeat lessons at home.

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal-Soal Matematika Materi Persamaan Garis Lurus Berdasarkan Prosedur Newman

Students' abilities in solving mathematical problems need to be improved. Many students still need help solving mathematical problems, especially story problems. This research analyses students' errors in solving mathematics problems using the Newman procedure on straight-line equations. The research method used is qualitative research. The data collection techniques used were tests and interviews. Meanwhile, data analysis techniques use qualitative data presentation, data reduction, and conclusion. The conclusions obtained include: (1) reading errors with a percentage of 3%, which is classified as very low; (2) comprehension errors with a percentage of 10%, which is classified as very low; (3) Transformation errors with a percentage of 14% which is classified in the deficient category, (4) Process skill errors with a percentage of 38% which are classified as low category, (5) Final answer writing errors with a percentage of 18% which are classified as deficient category

Learners’ Abilities in Solving Math Story Problems: A Lesson Learned from Young Language Learners

Learners’ Abilities in Solving Math Story Problems: A Lesson Learned from Young Language Learners

Analysis of High School Students' Errors in Solving Story Problems on Systems of Linear Equations with Three Variables

Analysis of High School Students' Errors in Solving Story Problems on Systems of Linear Equations with Three Variables

Analysis of Learners' Errors to Solve Problems on Three-Variable Linear Equation System Material Based on Newman Stages

The purpose of this research is to describe the errors made by students in solving problems on the topic of the Three-Variable Linear Equation System (SPLTV). The problems are presented in the form of story problems. This research is a descriptive study with a qualitative approach. The subjects in this study were students from class X PPLG at SMK Muhammadiyah 2. A total of 6 subjects were selected from 24 students, consisting of 2 students from the upper group, two from the middle group, and two from the lower group. The selection of 6 subjects was intended to provide a diverse representation of student abilities, allowing for a more in-depth analysis of the common types of errors at each ability level. Data collection techniques were conducted using test instruments. Meanwhile, the data analysis technique in this study is a qualitative analysis based on Newman's framework to identify and classify the errors made by students in solving story problems in the SPLTV material. The results showed that most students still made mistakes in solving story problems based on the types of Newman stage errors, namely 1) Two students were wrong at the reading stage, 2) Two students were wrong at the comprehension stage, 3) Two students were wrong at the transformation stage, 4) Two students were wrong at the process skill stage, 5) One student was wrong at the encoding stage.

How story problems strengthen arithmetic problem-solving strategy sophistication: Evidence from a learning trajectory teaching experiment in kindergarten

BackgroundThe sophistication of young children's arithmetic problem-solving strategies can be influenced through experience and instructional intervention. One potential pathway is through encountering story problems where the location of the unknown quantity varies. AimsThe goal of the present study is to characterize how arithmetic problem-solving strategy sophistication can evolve through opportunities to solve story problems. SampleWe used microgenetic principles to guide the coding of arithmetic problem-solving behavior (8843 attempts) across three timescales (time within-session, attempt to solve, and between sessions) for nine story problem structures (N = 40, 19 girls). Data come from a teaching experiment conducted in a Mountain West US state in Spring 2018. MethodsWe employed a Bayesian hierarchical ordinal regression with a nine-level response variable. The model contained fixed effects for session, attempt, story problem structure; a smooth time within session effect; and random effects for student, instructor, and equation. ResultsOur analysis indicates which transitions from less to more sophisticated strategies are better supported by additional attempts to solve the same problem vs. additional instructional sessions. Strategy sophistication also varied by the location of the unknown quantity (result unknown, find difference, start unknown), but not operation (join, separate, part-whole). ConclusionsIf confirmed by other studies, including experiments, what teachers offer children in terms of learning opportunities (more attempts within the same problem or more problems across work sessions) should vary based on the transition they are making.

Students' Ability to Solve Story Problems on Systems of Linear Equations Using John Dewey's Approach

Students can study everyday mathematics with a story problem. Through this problem, students gain critical thinking experience in solving problems. The ability of students to solve problems through John Dewey's approach is also seen to deepen students' mathematical concepts in three-variable linear equation systems. Problem solving with John Dewey's approach consists of five stages. This method of research uses a qualitative descriptive approach with three persons as the subject of the research, with good, sufficient, and less as the categories of ability. The results of the research showed the subject's ability to solve a story problem with the John Dewey approach. Four given questions showed that the subject with a category of good ability can solve two problems with clear mathematical concepts. Whereas the student with sufficient ability can only solve one problem with an obvious mathematical concept, However, the subject with less ability is only able to solve a problem until the stage of inventorying several solutions, which is the third stage of problem solving with the approach of John Dewey.

Pengaruh Peran Bahasa Indonesia Dalam Konteks Soal Cerita Matematika

In this research, it was found that mathematical literacy and language literacy have an important role in students' ability to understand and solve mathematical story problems. Language literacy skills, such as the ability to read and understand text, can influence students' ability to solve mathematical problems presented in story form. Improving students' numeracy skills does not only require acceptance of mathematical material, but also the ability to understand and apply mathematical material in everyday life. This shows the importance of students being able to relate mathematical concepts to real situations in everyday life. Mathematical literacy and language literacy are closely related in the context of mathematics story problems. The type of research carried out was descriptive research with literature study. The research method used is a quantitative method by collecting data from previous research and data analysis using the SPSS application. The results of the research show that there is a correlation between Indonesian language literacy and students' mathematical numeracy literacy in solving mathematics story problems. Based on research conducted, Indonesian language scores influence mathematics scores by 54.1%. This proves that Indonesian is very important to learn to expand understanding in solving mathematical story problems. The ability to understand questions/problems of course really depends on the student's reading ability or Indonesian language literacy.