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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA
Nanna, A.Wilda Indra
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Education Mathematics

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Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver? Dwiyani, Suci; Nanna, A.Wilda Indra; Kusnadi, Dedi
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 9, No 2 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v9i2.8412

Abstract

Each student's problem solving has different characteristics and can be seen in terms of gender differences. Gender in mathematics achievement is still a hot topic to be researched. Therefore, this study aims to describe the problem solving of primary school students on Geometry using the Polya strategy model in terms of gender. This study uses a qualitative approach design. Participants in this study consisted of 4 high and moderate achievement primary school students of the male and female gender. Data collection providing by problem-solving test, and then we conducted interviews with participants as part of the data triangulation process. Based on the study results, we found that: (1) there are differences in problem-solving strategies carried out by male and female students. For high achievement, male participants are superior, while for moderate achievement, female participants are superior; (2) A male student with high achievement is a good problem solver. A female student with moderate achievement is routine problem-solver, and naive problem-solvers are a female student with high achievement and a male student with moderate achievement. (3) Good problem solver were confident and able to find other ways when encounters obstacles. Routine problem solver do not do the looking back process, so there are mistakes at some of the problem-solving stages, and naive problem solvers only manipulate the numbers on the problem into some calculation operations.
Problem Posing in Prospective Primary School Teacher: Perspective Commognitive Pratiwi, Enditiyas; Nanna, A.Wilda Indra; Rahmatina, Desi; Zayyadi, Moh; Kholid, Muhammad Noor
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 2 (2024): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v6i2.4212

Abstract

This research explores the problem-posing abilities of students, especially prospective primary school teachers, which are demonstrated through problem-posing creativity produced through worksheets. In exploring students' problem-posing abilities, descriptive research with a qualitative approach was used. The subjects in the research were prospective primary school teacher students who had taken a number concept course which was chosen based on the problem-posing strategy that emerged after solving the given problem. Furthermore, subjects were interviewed in-depth to find out cognitive by looking at four indicators, namely word use, visual mediator, narrative and routine. The research results showed that there were no subjects with imitation strategies and subjects with reformulation strategies and reconstruction strategies did not give rise to problem-posing using visual mediators. This is because the subject is not used to problem-posing mathematical models in the form of diagrams or symbols.
Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving Nanna, A.Wilda Indra; Pratiwi, Enditiyas
Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v11i1.5652

Abstract

Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. 
Co-Authors Dedi Kusnadi Dwiyani, Suci Muhammad Noor Kholid Pratiwi, Enditiyas Zayyadi, Moh