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Shinta Sari
Universitas Negeri Padang
Education Mathematics Social Sciences Other

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Kerangka Kerja Optimising Problem Solving (OPS): Potensi Manfaat dan Kekurangannya dalam Pembelajaran Matematika Shinta Sari; Yulyanti Harisman
Euclid Vol 9, No 2 (2022)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.071 KB) | DOI: 10.33603/e.v9i2.8435

Abstract

Guru dan tutor dapat menggunakan kerangka kerja Optimising Problem Solving (OPS) untuk membantu siswa mereka belajar matematika. Para tutor di program Teknik Mesin di the University of Adelaide, Australia sudah menggunakan kerangka kerja OPS. Kerangka kerja ini meningkatkan kemampuan pemecahan masalah siswa sekaligus membantu tutor dalam pengajaran mereka. Tujuan dari penelitian ini adalah untuk mendeskripsikan potensi manfaat dan kekurangan kerangka kerja OPS dalam pembelajaran matematika berdasarkan sudut pandang guru dan tutor. Penelitian ini merupakan penelitian etnografi yang menggunakan pendekatan analisis konten tematik. Menurut penelitian ini, kerangka kerja OPS memiliki empat potensi manfaat dan tiga kelemahan apabila diterapkan dalam pembelajaran matematika. Keempat manfaat tersebut adalah kemungkinan untuk meningkatkan kemampuan berpikir tingkat tinggi siswa, mudah digunakan, dan menghemat waktu siswa, istilah-istilah yang digunakan dalam kerangka kerja dapat membantu siswa dalam pembelajaran matematika, dan karakter integratif dari kerangka kerja OPS. Sedangkan kekurangannya terkait dengan kesesuaian kerangka kerja dengan semua topik pembelajaran matematika, kerangka kerja ini baru dikembangkan, sehingga perlu lebih banyak upaya untuk mengimplementasikannya, dan beberapa aspeknya saling tumpang tindih.
MATHEMATICS TEACHERS’ AND TUTORS’ IMPRESSION ON THE CONCEPT AND STRUCTURE OF THE OPTIMISING PROBLEM SOLVING (OPS) FRAMEWORK Shinta Sari
Euclid Vol 10, No 2 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v10i2.198

Abstract

A number of frameworks have been proposed to help students become more adept at solving mathematical problems, including Problem Based Learning (PBL), Research Skill Development (RSD), Blooms' Taxonomy, and Optimising Problem Solving (OPS). One of the most recent frameworks created by professionals in issue solving is the Optimising issue Solving (OPS) framework. It has been demonstrated to enhance students' ability to solve engineering-related problems. Consequently, the OPS framework might potentially be a different framework for mathematics teachers and tutors. This research aims to analyse teachers’ and tutors’ impression on the concept and structure of the OPS framework. The study are categorised into an ethnographic by using a thematic content analysis approach. It resulted in two concepts and two structures of the OPS framework that impress the mathematics teachers and tutors. The concepts are related to the non-sequential facets and the facet titles. While, the structure of the framework that impress the teachers and tutors are related to the pentagon shape, and the word and colour format. Keywords. Framework, Optimising Problem Solving, Mathematics Learning
Unravelling the Evolution of Mathematics Problem-Solving Research: A Bibliometric Analysis Using VOSviewer Shinta Sari; Krismadinata Krismadinata
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.2571

Abstract

Keterampilan pemecahan masalah merupakan bagian yang sangat mendasar dalam pendidikan matematika karena mengembangkan kemampuan penalaran dan berpikir kritis siswa. Dalam dua dekade terakhir, pengetahuan dan kesadaran di bidang ini telah berkembang pesat hingga literatur yang ada menjadi kaya, beragam, dan seringkali sulit untuk dipahami. Dengan demikian, penelitian ini membahas perlunya pemetaan sistematis tren penelitian dan kerangka kerja intelektual dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mengidentifikasi perkembangan tema-tema utama, publikasi yang berpengaruh, dan jaringan kolaboratif di bidang ini. Sejumlah publikasi dari tahun 2000-2004 digunakan, yang diterbitkan dalam basis data ScienceDirect, dan dibatasi oleh kebijakan akses terbuka. Data yang digunakan dalam penelitian ini dianalisis melalui VOSviewer untuk menilai jaringan dalam kepenulisan bersama, sitasi bersama, dan kemunculan bersama kata kunci. Penelitian ini menunjukkan bahwa jumlah publikasi meningkat secara signifikan selama bertahun-tahun, topik penelitian yang sedang hangat diidentifikasi, serta area penelitian baru yang muncul, seperti pemodelan matematika dan optimasi. Temuan-temuan tersebut diprediksi akan memberikan informasi tentang arah penelitian di masa depan dan pendekatan pengajaran lainnya. Problem solving skill is a very fundamental part of mathematics education since it develops students’ reasoning and critical thinking abilities. In the past 2 decades, knowledge and awareness of this field have expanded dramatically to the extent that the literature is now rich, diverse, and often difficult to wade through. Thus, this research addresses the necessity to systematically map the research trends and intellectual framework in mathematics problem-solving. This research aims to identify the development of key themes, influential publication, and collaborative networks within the area. A range of publications 2000-2004 was used, published in the ScienceDirect database, and was restricted by the open access policy. The data used in the study are analysed through VOSviewer to assess networks in co-authorship, co-citation and keyword co-occurrence. This research work demonstrates that the number of publications grows significantly over the years, that hot research topics are identified, as well as that new research area that emerge, such as mathematical modelling and optimization. Such revelations are predicted to inform future directions of research and other instructional approaches.
Analysis of Students' Errors Based on Newman's Errors in Solving Mathematical Reasoning Problems Redy Williantama Zulhafendi; Yerizon Yerizon; Fitrani Dwina; Shinta Sari
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.91

Abstract

Mathematical reasoning is one of the essential competencies that students must possess to face the challenges of 21st-century learning. However, many students still struggle to solve problems that assess their mathematical reasoning. This study aims to analyse the types of errors students make using Newman’s Error Analysis procedure. The research employed a descriptive qualitative method, with 37 twelfth-grade high school students selected through purposive sampling. Data were collected through a mathematical reasoning ability test and interviews. The quantitative data from the test were analysed descriptively to identify error patterns, while the qualitative data from interviews were analysed thematically through data reduction, data display, and conclusion drawing. Most students made errors in three main stages, namely understanding the problem concept, transforming verbal information into appropriate mathematical representations, and applying mathematical procedures or algorithms correctly. Furthermore, the analysis showed that conceptual misunderstanding was the most prevalent type of error, often leading to subsequent transformation and process-skill errors. These findings suggest that teachers need to design learning interventions that strengthen conceptual comprehension and develop students’ systematic problem-solving strategies.
Co-Authors Fitrani Dwina Krismadinata Krismadinata, Krismadinata Redy Williantama Zulhafendi Yerizon Yerizon Yulyanti Harisman