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All Journal PRISMA JETL (Journal Of Education, Teaching and Learning)
Melani, Rini
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Aerospace Engineering Education Mathematics Social Sciences

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Students' Difficulty in Understanding Problems in the Contextual Problem-Solving Process Samosir, Christina Monika; Herman, Tatang; Prabawanto, Sufyani; Melani, Rini; Mefiana, Syifa Ananda
PRISMA Vol 13, No 1 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i1.3726

Abstract

The main procedure that students need to master in the problem-solving process is understanding the problem before proceeding to the next steps. This research aims to investigate students' difficulties and the factors causing these difficulties in understanding the problem. This research is qualitative in nature and is based on the philosophy of phenomenology. The research was conducted in an eighth-grade class at one of the Junior High Schools in Bandung, consisting of 28 students. Data collection techniques included tests, interviews, and think-aloud methods. The data collection instruments used were tests and interview guides. The tests used in this research had been previously validated for content, construct, and face validity by mathematics education experts. Data analysis in qualitative research involves data reduction, data presentation, and drawing conclusions. The findings of this research indicate that the difficulties faced by students in understanding the problem include difficulties in comprehending language, difficulties in grasping both explicit and implicit meanings, difficulties in identifying the necessary information, and difficulties in connecting meanings. The main factors causing students' difficulties in understanding the problem are a lack of careful reading skills and a lack of understanding of the concepts held by students.
How Students Make Model and Promote Productive Struggle in Solving Mathematical Problems Melani, Rini; Herman, Tatang; Prabawanto, Sufyani; Samosir, Christina Monika; Mefiana, Syifa Ananda
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Volume 9 Number 1 March 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.5108

Abstract

Making mathematical models involves translating real-life situations into mathematical expressions. This research, conducted in three Bandung schools with 93 students, focuses on iconic and symbolic mathematical models. Findings reveal that students' abilities using these models are below the expected minimum, with symbolic models being more dominant. The score difference may be influenced by the teacher's role, students' experiences, individual abilities, and specific contexts favoring visual understanding. Students face challenges in making mathematical models, including a lack of comprehensive understanding, difficulty identifying variables, creating context-free models, and struggling with relevant visualizations. Additionally, they encounter issues using formulas and interpreting mathematical results when answering questions. In the validation stage, adjusting temporary results to real situations poses challenges. Internal factors contributing to difficulties include a lack of interest, critical limitations, and low self-confidence. External factors like a limited practical experience in making models also play a role. A holistic solution addressing both internal and external factors is essential for students to overcome challenges and enhance their ability to create mathematical models from real-world contexts. The recommended role of the productive struggle learning approach is crucial in assisting students in achieving the expected milestones.
Co-Authors Mefiana, Syifa Ananda Samosir, Christina Monika Sufyani Prabawanto, Sufyani Tatang Herman, Tatang