Students talk about difficulties they have in solving math problems

Wahyuni Wahyuni, M Zaiyar, Mazlan Mazlan, Sahat Saragih, Elvis Napitupulu

Abstract


The ability to solve students' mathematical problems cannot be diagnosed clearly just by using test questions; it must also be seen by looking at students' responses to the problem-solving process. As a result, the purpose of this study is to investigate students' mathematical problem-solving skill as well as their responses to the problem-solving process. This study is descriptive-qualitative in nature. Three junior high schools (SMP) in Aceh participated in this study, with 76 class VIII students serving as research subjects. Tests, observations, and interviews were used as data collection techniques. Quantitative data were descriptively analyzed using proportions, while qualitative data were descriptively analyzed using coding. The results showed that 25 percent of students wrote down what was known and asked, which was an indication of problem comprehension; 21 percent of students were able to devise problem-solving strategies; and 15 percent of students had done calculations correctly. correct, 11 percent of students checked their answers again. Based on the responses given by students, there were some difficulties experienced by students when solving math problems, namely difficulty understanding reading texts, using mathematical terms, making problem connections, making decisions, uncertainty in solving problems, time, carelessness, and boredom. The findings of this study are expected to serve as a resource for teachers and education practitioners in developing focus, discipline, and patience in problem solving and selecting learning models appropriate to the needs of their students.

Keywords


Problem Solving Ability; Responses

Full Text:

PDF

References


Aini, A. N., Mukhlis, M., Annizar, A. M., Jakaria, M. H. D., & Septiadi, D. D. (2020). Creative thinking level of visual-spatial students on geometry HOTS problems. Journal of Physics: Conference Series, 1465(1). https://doi.org/10.1088/1742-6596/1465/1/012054

Alexopoulou, A., Batsou, A., & Drigas, A. (2019). Resilience and academic underachievement in gifted students: Causes, consequences and strategic methods of prevention and intervention. International Journal of Online and Biomedical Engineering, 15(14), 78–86. https://doi.org/10.3991/IJOE.V15I14.11251

Alghazo, Y. M., & Alghazo, R. (2017). Exploring Common Misconceptions and Errors about Fractions among College Students in Saudi Arabia. International Education Studies, 10(4), 133. https://doi.org/10.5539/ies.v10n4p133

Arends, F., Winnaar, L., & Mosimege, M. (2017). Teacher classroom practices and mathematics performance in South African schools: A reflection on TIMSS 2011. South African Journal of Education, 37(3), 1–11. https://doi.org/10.15700/saje.v37n3a1362

Banse, H. W., Palacios, N. A., Merritt, E. G., & Rimm-Kaufman, S. E. (2017). Scaffolding English language learners’ mathematical talk in the context of Calendar Math. Journal of Educational Research, 110(2), 199–208. https://doi.org/10.1080/00220671.2015.1075187

Barwell, R. (2017). Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Mathematics Classrooms. Educational Linguistics, 32, 119–137. https://doi.org/10.1007/978-3-319-55116-6_7

Bernard, M., Nurmala, N., Mariam, S., & Rustyani, N. (2018). Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP Kelas IX Pada Materi Bangun Datar. SJME (Supremum Journal of Mathematics Education), 2(2), 77–83. https://doi.org/10.35706/sjme.v2i2.1317

Bragg, L. A., Herbert, S., Loong, E. Y. K., Vale, C., & Widjaja, W. (2016). Primary teachers notice the impact of language on children’s mathematical reasoning. Mathematics Education Research Journal, 28(4), 523–544. https://doi.org/10.1007/s13394-016-0178-y

Caner, T., Cohen, S. K., & Pil, F. (2017). Firm heterogeneity in complex problem solving: A knowledge-based look at invention. Strategic Management Journal, 38(9), 1791–1811. https://doi.org/10.1002/smj.2615

Dangle, Y. R. (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. https://doi.org/10.33422/3rd.icate.2020.11.132

Deringöl, Y. (2019). Misconceptions of primary school students about the subject of fractions. International Journal of Evaluation and Research in Education, 8(1), 29–38. https://doi.org/10.11591/ijere.v8i1.16290

Eliot, J. A. R., & Hirumi, A. (2019). Emotion theory in education research practice: an interdisciplinary critical literature review. Educational Technology Research and Development, 67(5), 1065–1084. https://doi.org/10.1007/s11423-018-09642-3

Ellis, B. J., Bianchi, J. M., Griskevicius, V., & Frankenhuis, W. E. (2017). Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience. Perspectives on Psychological Science, 12(4), 561–587. https://doi.org/10.1177/1745691617693054

Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107–129. https://doi.org/10.1007/s10798-015-9328-x

Fauza, M. R., Inganah, S., Darmayanti, R., Prasetyo, B. A. M., & Lony, A. (2022). Problem Solving Ability: Strategy Analysis of Working Backwards Based on Polya Steps for Middle School Students YALC Pasuruan. Jurnal Edukasi Matematika Dan Sains), 10(2), 353–363. https://doi.org/10.25273/jems.v10i2.13338

Ford, M. I. (1994). Teachers’ Beliefs About Mathematical Problem Solving in the Elementary School. School Science and Mathematics, 94(Mathematical Problem Solving), 314–322. https://doi.org/https://doi.org/10.1111/j.1949-8594.1994.tb15683.x

Goyal, Y., Khot, T., Agrawal, A., Summers-Stay, D., Batra, D., & Parikh, D. (2019). Making the V in VQA Matter: Elevating the Role of Image Understanding in Visual Question Answering. International Journal of Computer Vision, 127(4), 398–414. https://doi.org/10.1007/s11263-018-1116-0

Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532. https://doi.org/10.33225/pec/18.76.520

Hajer, M., & Norén, E. (2017). Teachers’ knowledge about language in mathematics professional development courses: From an intended curriculum to a curriculum in action. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 4087–4114. https://doi.org/10.12973/eurasia.2017.00808a

Hallman-Thrasher, A. (2017). Prospective elementary teachers’ responses to unanticipated incorrect solutions to problem-solving tasks. Journal of Mathematics Teacher Education, 20(6), 519–555. https://doi.org/10.1007/s10857-015-9330-y

Hannula, M. S. (2015). Selected Regular Lectures from the 12th International Congress on Mathematical Education. Selected Regular Lectures from the 12th International Congress on Mathematical Education. https://doi.org/10.1007/978-3-319-17187-6

Hopfield, J. ., & Tank, D. W. (1985a). Neural Decisions 1985 Hopfield_Tank.Pdf (pp. 141–152).

Hopfield, J. J., & Tank, D. W. (1985b). “Neural” computation of decisions in optimization problems. Biological Cybernetics, 52(3), 141–152. https://doi.org/10.1007/BF00339943

Iswara, E., & Sundayana, R. (2021). Penerapan Model Pembelajaran Problem Posing dan Direct Instruction dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa. Plusminus: Jurnal Pendidikan Matematika, 1(2), 223–234. https://doi.org/10.31980/plusminus.v1i2.1258

Iwuanyanwu, P. N. (2021). Addressing common deficiencies of mathematics skills among chemistry student teachers. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 1–16. https://doi.org/10.4314/ajesms.v17i1.1

Jäder, J., Lithner, J., & Sidenvall, J. (2020). Mathematical problem solving in textbooks from twelve countries. International Journal of Mathematical Education in Science and Technology, 51(7), 1120–1136. https://doi.org/10.1080/0020739X.2019.1656826

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/76959

Makamure, C., & Jojo, Z. M. (2021). Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers. Indonesian Journal of Science and Mathematics Education, 4(3), 223–241. https://doi.org/10.24042/ijsme.v4i3.9842

Monteiro, S., Sherbino, J., Sibbald, M., & Norman, G. (2020). Critical thinking, biases and dual processing: The enduring myth of generalisable skills. Medical Education, 54(1), 66–73. https://doi.org/10.1111/medu.13872

Nadhifa, N., Maimunah, M., & Roza, Y. (2019). Analisis Kemampuan Pemecahan Masalah Siswa pada Materi Bangun Ruang Sisi Datar. NUMERICAL: Jurnal Matematika Dan Pendidikan Matematika, 3(1), 63–76. https://doi.org/10.25217/numerical.v3i1.477

Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language: Lessons and directions from two decades of research. Developing Research in Mathematics Education. Twenty Years of Communication, Cooperation and Collaboration in Europe, 196–210. https://doi.org/10.4324/9781315113562-15

Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary. Reading and Writing Quarterly, 31(3), 235–252. https://doi.org/10.1080/10573569.2015.1030995

Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202

Son, A. L., Darhim, & Fatimah, S. (2019). An analysis to student error of algebraic problem solving based on polya and newman theory. Journal of Physics: Conference Series, 1315(1). https://doi.org/10.1088/1742-6596/1315/1/012069

Stanford, J. S., Rocheleau, S. E., Smith, K. P. W., & Mohan, J. (2017). Early undergraduate research experiences lead to similar learning gains for STEM and Non-STEM undergraduates. Studies in Higher Education, 42(1), 115–129. https://doi.org/10.1080/03075079.2015.1035248

Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94. https://doi.org/10.22342/jme.8.1.3324.85-94

Suryani, M., Jufri, L. H., & Putri, T. A. (2020). Analisis Kemampuan Pemecahan Masalah Siswa Berdasarkan Kemampuan Awal Matematika. Mosharafa: Jurnal Pendidikan Matematika, 9(1), 119–130. https://doi.org/10.31980/mosharafa.v9i1.605

Tohir, M. (2019). Keterampilan Berpikir Kreatif Siswa Dalam Menyelesaikan Soal Olimpiade Matematika Berdasarkan Level Metakognisi. Alifmatika: Jurnal Pendidikan Dan Pembelajaran Matematika, 1(1), 1–14. https://doi.org/10.35316/alifmatika.2019.v1i1.1-14

Ulya, M. F. N., Sumaji, & Rahayu, R. (2023). Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP DItinjau dari Gaya Kognitif Reflektif Impulsif. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(1), 246–255.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: a survey. ZDM - Mathematics Education, 52(1), 1–16. https://doi.org/10.1007/s11858-020-01130-4

Wahyuni. (2022). Pengaruh Keterampulan Bahasa Guru Terhadap Kemampuan Penalaran Matematis Siswa. Jurnal Ilmiah Pendidikan Matematika Al-Qalasadi, 6(2), 178–184. https://doi.org/10.32505/qalasadi.v6i2.4970

Wake, G., Swan, M., & Foster, C. (2016). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, 19(2–3), 243–260. https://doi.org/10.1007/s10857-015-9332-9

Yang, X., Chung, K. K. H., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children. Educational Psychology, 39(5), 678–704. https://doi.org/10.1080/01443410.2018.1546831




DOI: http://dx.doi.org/10.24042/ajpm.v14i1.16910

Refbacks

  • There are currently no refbacks.


 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.