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All Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika Radian Journal: Research and Review in mathematics Education
Marlinda, Sheli
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Epistemological Obstacle Siswa dalam Menyelesaikan Soal pada Pokok Bahasan Persamaan Kuadrat Marlinda, Sheli; Effendi, Kiki Nia Sania
Radian Journal: Research and Review in Mathematics Education Vol. 2 No. 4 (2023): December
Publisher : Program Studi Sarjana Pendidikan Matematika, Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/rjrrme.v2i4.12091

Abstract

Epistemological obstacles arise due to the limited knowledge possessed by students in certain contexts so when facing different contexts, students will experience obstacles in finding a relationship and conceptual linkage. This study aims to describe students' epistemological obstacles in solving problems on the subject of quadratic equations. The approach used in this study is a qualitative approach with a descriptive method. Data collection was obtained by giving a written test of three quadratic equation questions adopted from previous studies and conducting unstructured interviews. The subjects studied were all ninth-grade students of SMP Negeri 2 Majalaya, Karawang, and using probability random sampling techniques, a sample of 44 students was taken. The test data were then processed and grouped into three categories, namely high, medium, and low. Then the students' answers were analyzed and reviewed from the epistemological obstacle indicators. Then the researcher conducted unstructured interviews to find out more about the obstacles that occurred to the three selected participants. The results of the study showed that the epistemological obstacles experienced by students in solving problems on the subject of quadratic equations were: (a) conceptual obstacles, there were participant errors in determining definitions and not writing formulas in a given problem; (b) procedural obstacle, there are participants who have not been able to solve the problem according to the requested procedure; and (c) operational technique obstacle, there are participants who have errors in calculations in the process of working on certain steps and errors in writing formulas, the process of working, and the final results in solving the problem. It is hoped that the findings in this study can have a significant impact on the mathematics learning process, both theoretically and applicatively.
Analisis Kompetensi Strategis Matematis Siswa Sekolah Menengah Kejuruan pada Materi Barisan dan Deret Aritmatika Marlinda, Sheli; Budiman, Indra
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i1.2734

Abstract

Kompetensi strategis matematis merupakan kunci keberhasilan dalam pembelajaran matematika dan berperan dalam penguasaan komponen kecakapan matematis lainnya. Pendekatan kualitatif deskriptif digunakan pada penelitian ini. Dengan melibatkan siswa kelas X di salah satu Sekolah Menengah Kejuruan Negeri (SMKN) di Kabupaten Karawang dan teknik purposive sampling yang digunakan untuk mendapatkan sebanyak 35 siswa sebagai subjek penelitian. Teknik pengumpulan data kompetensi strategis matematis dilakukan melalui instrumen tes tertulis dua soal cerita materi barisan dan deret aritmatika diadopsi dari penelitian terdahulu. Selanjutnya, hasil tes dianalisis dan dikelompokkan ke dalam tiga kategori: tinggi, sedang, dan rendah dan diambil satu subjek yang mewakili setiap kategori. Teknik analisis data yang digunakan meliputi reduksi data, penyajian data, dan penyusunan kesimpulan yang mengacu pada model Miles dan Huberman. Tujuan penelitian ini ialah untuk mendeskripsikan kompetensi strategis ketika memecahkan soal cerita pada pokok bahasan barisan dan deret aritmatika. Penelitian ini menyimpulkan siswa kemampuan sedang hanya memenuhi indikator merepresentasikan dan menyelesaikan masalah, sedangkan siswa dengan kemampuan rendah dapat memenuhi indikator memformulasikan, meskipun dalam memberikan informasi masih kurang lengkap. Penelitian ini diharapkan memberikan kontribusi signifikan dalam lingkungan pendidikan matematika dan praktik pembelajaran matematika di sekolah.
Co-Authors Effendi, Kiki Nia Sania Indra Budiman