School Students In Solving Problems Research Articles

Process Errors Committed By Senior Secondary School Students In Solving Problems In Geometry In Cross River State, Nigeria

Process Errors Committed By Senior Secondary School Students In Solving Problems In Geometry In Cross River State, Nigeria

Creativity of Junior High School Students in Solving Problems Viewed From Cognitive Style

Creative thinking is the ability of every individual to process information to build new ideas that are born from encouragement from themselves and their environment. The research objective was to determine the creativity of reflective students (S-R) and impulsive students (S-I) in solving open ended questions. The indicators used to measure student creativity are fluency, flexibility, and originality. The subjects that were targeted in this study were students who were at the VIII grade level of junior high school. The data collection method used was the MFFT (Matching Familiar Figure Test), written tests, and interviews. To categorize students into reflective and impulsive cognitive styles using the MFFT test, while to reveal students' creativity in solving problems using a written test. The results of this study explain that reflective students (S-R) have a level of creative thinking at level 4, namely the very creative category (fluency, flexibility, and originality). While impulsive students (S-I) have a level of creative thinking at level 3, namely the creative category (fluency and flexibility). Reflective students in solving problems better than impulsive students.

Mathematics Analogy Reasoning Ability of Junior High School Students in Solving Problems of Pyramid

Mathematical analogy reasoning ability is a skill in drawing conclusions based on the similarities between the two things being compared. This study aims to describe students' mathematical analogy reasoning abilities on pyramid material in grade eight junior high school students. This research is qualitative with a case study approach. The subject of this study was grade eight at one of the junior high school students in the city of Bandung, totaling 20 students. The research instrument used in this study was essay test of the mathematical analogy reasoning abilities and has been tested for feasibility. The results of this study were that there was two students who mastered 4 indicators, 2 students mastered 3 indicators, 5 students mastered 2 indicators, 5 students mastered one indicator, and there were 6 students who did not master any of the indicators. Furthermore, 5 out of 20 students were able to identify source problems by looking for the characteristics or structure of the problem (Encoding), 13 out of 20 students were able to find relationships or solve source problems (Inferring), 3 out of 20 students were able to find the same relationship between source problem with target problem and build conclusions from the similarity of the relationship between problem one and question two (Mapping), 8 out of 20 students were able to select the correct answer and were able to explain the analogy or similarity used between the source problem and the problem targets (Applying).

Analysis of High-Order Thinking Skills of High School Students in Solving Problems Related to Temperature and Heat

Higher Order Thinking Skills are abilities that students must have in facing the challenges of the industrial revolution era 4.0 because higher-order thinking skills are complex thinking processes that involve conscious activities that will later be taken an action. The purpose of this study was to analyze higher-order thinking skills of 11th grades in senior high school in Jember. The method used is a qualitative descriptive method with data collection techniques for temperature and heat test result based on higher-order thinking skills and interviews. The result of this study, students have the ability to analyze 48.5%, evaluate 41%, and creation 39.5%. The conclusion of the research is students are in the moderate category in analyze and evaluate aspect, low category in the create aspect, it means students able to formulate the completion stage but are less able to combine information to produce the correct answer.

Computational Thinking Processes of Junior High School Students in Solving Problems of Number Patterns in Terms of Gender Differences

The subjects in this study were one male student and one female student. The results of this study are the computational thinking processes of male and female students with high mathematical abilities through the stages of decomposition, pattern recognition, algorithmic thinking and abstraction and pattern generalization. The male student in the process of decomposition chose to read over and over the problemsolving question. In the process of pattern recognition, he made rows and columns to recognize the solution pattern, and then checked the solution pattern again. In the process of algorithmic thinking, he mentioned logical steps that were in accordance with the recognized solution pattern. In the process of abstraction and pattern generalization, he wrote the general pattern and conclusion of the answer to the problem-solving question and was very sure of the answer. Meanwhile, the female student in the process of decomposition read the question while underlining some important information from the problem-solving question. In the process of pattern recognition, she separated any important information that existed and gathered the information with the same characteristics to recognize the solution pattern and re-checked the pattern. In the process of algorithmic thinking, she mentioned logical steps that were in accordance with the identified solution pattern.

Analysis of Mathematics Problem Solving Ability of Junior High School Students in Solving Problems in Online Learning

This study aims to determine the mathematical problem solving ability of students in solving story problems with online learning. The method in this study used a qualitative descriptive research method. The results showed that there were differences in the ability to identify the elements that were known and asked, there were differences in the ability to choose and apply strategies or problem solving procedures and there were differences in the ability to examine and explain the results or answers according to problems between students with high, medium mathematical problem solving abilities. and low. There are 43% of students who have been able to follow and adapt online learning while 57% of other students have difficulty understanding the material being taught. There are 60.86% of students who have a high enough enthusiasm in online learning (online) but 39.13% of students are not happy if learning mathematics is done online due to factors that influence it such as technical constraints. There are 73.91% of students with a positive response to the problem of mathematical problem solving ability even though the learning is carried out online and 26.08% of students with a negative response.

Mathematical Communication Process of Junior High School Students in Solving Problems based on APOS Theory

TRole of mathematical communication in learning is needed. Mathematical communication could carry conceptual understanding, problem solving, and mathematics reasoning. This research aims to explain communication process of Junior High School students in solving problems based on APOS framework theory. In solving mathematics problem at school, it emphasizes more on outcome than process without considering students’ reasoning process. To express mathematics ideas, the learning seems to emphasize on written than spoken. To solve that problem, there is a need of mathematical communication process connection to students’ reasoning in solving problems. The reasoning skill of the students was reviewed based on APOS Theory. This research is a qualitative research. The instruments of collecting data were problem solving task and interview. The results showed that there were 10 students performing mathematical communication process by having pseudo drawing communication and 20 students by having pseudo mathematical expression communication criteria.

The Practicality of Student Activity Sheet Integrated Scientific Approach to Stimulate Skills of Elementary School Students in Solving Problems Surrounding Natural Environment

students integrated scientific approach. The student activity sheet integrated scientific approach is an activity sheet that presents material, instructions and various kinds of tasks for students by combining scientific approach activities in the form of (1) observing, (2) asking questions, (3) gathering information, (4) processing information, and (5) communicate. This type of research uses research or R & D (Research and Development). In this research process, the final result is that the development of student activity sheets integrated scientific approach has a high practicality value based on (1) observations of student and teacher activities when using student activity sheets integrated scientific approach to the learning process gets high scores; (2) the results of the readability questionnaire on the student activity sheet integrated scientific approach obtained the average percentage response value of 93.91% with very high criteria; (3) the results of student questionnaire responses to the use of student activity sheets integrated scientific approach obtain an average percentage response value of 94.35% with very high criteria.