PROSES BERPIKIR KOMBINATORIK SISWA DALAM MEMECAHKAN SOAL TIMSS DITINJAU DARI GAYA BERPIKIR

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kombinatorik siswa dalam memecahkan soal TIMSS ditinjau dari gaya berpikir. Jenis penelitian ini adalah deskriptif dengan pendekatan kualitatif. Instrumen yang digunakan yaitu angket, tes soal, dan wawancara. Angket digunakan untuk mengelompokkan gaya berpikir siswa, tes soal digunakan untuk mengetahui proses berpikir kombinatorik, dan wawancara untuk klarifikasi dan tambahan informasi untuk memastikan pemunculan indikator proses berpikir kombinatorik. Subjek penelitian ini adalah 4 siswa dari total 15 siswa. Pemilihan subjek berdasarkan gaya berpikir sekuensial konkret, sekuensial abstrak, acak abstrak dan acak konkret. Kemudian subjek tersebut diberikan tes soal, untuk mengetahui pencapaian indikator pada proses berpikir kombinatorik. Pada gaya berpikir sekuensial konkret, subjek mengerjakan soal secara detail langkah demi langkah. Subjek dengan gaya berpikir sekuensial abstrak dalam mengerjakan soal sesuai konsep. Sementara itu, subjek dengan gaya berpikir acak, baik konkret maupun abstrak menyelesaikan soal secara acak dan terdapat beberapa konsep yang tidak dituliskan secara detai

Application of Vygotsky Theory in High School Mathematics Learning Material Limit Functions

Mathematics is a subject that exists at all levels of study and requires the ability to think logically, organize, and demonstrate. One of the materials that require this ability in mathematics is the limit function material. The boundary functional material becomes the basis for mastering the next material, namely derived material. The fact that students do not have a solid understanding of the limit function literature indicates that students do not do well academically at this level. This is because students have difficulty and make mistakes in understanding concepts, facts, and procedures in the limit function literature. Vygotsky's theory can be applied to the matter of limit functions. Vygotsky applies the Zone of Proximal Development (ZPD) which is a level of development slightly above a person's current level of development. When children have learning difficulties, Vygotsky suggests that teachers can use scaffolding as support or assistance through someone who is more proficient in mastering the material to help solve problems, problems for people with higher levels of cognitive development

Analysis of Written Mathematics Communication Skills in Solving Solo Taxonomy Assisted Problems

The purpose of this study was to determine students' written communicative competence in solving key problems of SPLDV in everyday life. This study uses descriptive qualitative research. These data are determined by testing. Subjects in this study consisted of her three undergraduates from UTS results. The three students were made up of representatives of high, middle and low ability students. In addition, students are given test questions supported by the SOLO taxonomy of SPLDV materials, which are analyzed according to indicators of mathematical communicative competence. The bottom line is that students with good math skills are able to give correct and correct answers, but have not yet reached the level of extended abstraction. A student with moderate writing ability can demonstrate the correct procedure, but still has problems using and processing the information, so the answers are wrong and only reach the polystructural level. Students with low mathematics ability do not solve problems, only part of the problem is presented, so they only reach the monostructural level and most of the answers are wrong

Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer

Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer