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All Journal Beta: Jurnal Tadris Matematika Pakem : Jurnal Pengabdian Kepada Masyarakat Journal of Mathematics Learning Innovation (JMLI)
Wahab A, Abdul
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Mapping students' thinking structure in solving PISA-like problems: Errors and defragmentation Wahab A, Abdul; Buhaerah, Buhaerah; Ahsan, Muhammad; Busrah, Zulfiqar
Beta: Jurnal Tadris Matematika Vol. 16 No. 2 (2023): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i2.545

Abstract

[English]: Errors in problem-solving indicate that there is a part of the thinking structure that is problematic, either because it is disorganized, disconnected, or experiencing cognitive holes. This research explores students' thinking structure errors in solving PISA problems and proposes defragmentation efforts to address these issues. The study participants consisted of three high school grade X students with varying abilities high, medium, and low selected through purposive sampling. Data collection involves tests and semi-structured interviews, with triangulation used to ensure data validity. The analysis includes presenting test results and interview transcripts, thorough examination of sheets and transcripts, categorization of thinking structure errors, and elaboration of defragmentation efforts based on problem-solving stages. The study findings identify variations in thinking structure errors and defragmentation strategies among participants. This research shows the importance of teaching with a focus on strengthening understanding of prerequisite concepts, improving reading literacy skills, and diversifying defragmentation approaches, especially in applying scaffolding-explaining strategies, to improve the quality of students' mathematical problem-solving. [Bahasa]: Kesalahan dalam pemecahan masalah menunjukkan bahwa ada bagian struktur berpikir yang bermasalah, baik karena tidak teratur, terputus atau mengalami lubang kognitif. Penelitian ini mengeksplorasi kesalahan struktur berpikir siswa dalam menyelesaikan masalah PISA dan mengusulkan upaya defragmentasi untuk mengatasi masalah tersebut. Partisipan penelitian terdiri dari tiga siswa kelas X SMA dengan kemampuan berbeda-beda, yaitu tinggi, sedang, dan rendah, yang dipilih melalui purposive sampling. Pengumpulan data dilakukan dengan tes dan wawancara semi terstruktur, dengan triangulasi digunakan untuk menjamin keabsahan data. Analisisnya meliputi penyajian hasil tes dan transkrip wawancara, pemeriksaan lembar dan transkrip secara menyeluruh, kategorisasi kesalahan struktur berpikir, dan penjabaran upaya defragmentasi berdasarkan tahapan pemecahan masalah. Temuan penelitian mengidentifikasi variasi kesalahan struktur berpikir dan strategi defragmentasi di antara para peserta. Penelitian ini menunjukkan pentingnya pengajaran dengan fokus pada penguatan pemahaman konsep prasyarat, peningkatan keterampilan literasi membaca, dan diversifikasi pendekatan defragmentasi, khususnya dalam penerapan strategi scaffolding-explaning, untuk meningkatkan kualitas pemecahan masalah matematika siswa.
The Influence of the Use of Polya's Heuristic Strategies on Students' Mathematical Problem Solving: A Meta Analysis Wahab A, Abdul; Dasari, Dadan; Juandi, Dadang; Syaiful
Journal of Mathematics Learning Innovation Vol 3 No 2 (2024): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v3i2.10664

Abstract

Mathematics education in Indonesia faces significant challenges, as reflected in the low performance of students in various international assessments. Traditional teaching methods, which are less interactive, are considered one of the key factors contributing to students' low problem-solving abilities in mathematics. This meta-analysis aims to evaluate the impact of Polya's heuristic model on students' mathematical learning outcomes and determine the extent to which this strategy can enhance students' learning abilities compared to conventional teaching methods. The study employs a meta-analytic approach, integrating data from 15 primary studies conducted between 2014 and 2023, and uses statistical analysis to calculate the average effect size of the implementation of Polya's heuristic model in mathematics education. The findings reveal a significant improvement in students' mathematical learning outcomes using Polya's heuristic model, with an average effect size of 1.13, categorized as "very high." The study suggests that the application of Polya's heuristic model is significantly more effective in enhancing students' mathematical learning outcomes than conventional teaching methods. The practical implication is that educators and policymakers in Indonesia could consider adopting this strategy in curricula and teacher training programs to improve the quality of mathematics education.
PENDEKATAN TERPADU DALAM PERSIAPAN UTBK Elisya, Nur; Jupri, Al; Wahab A, Abdul; Izzah, Aqidatul; Laia, Harun Onesimus; Candraningsih, Yosy; Sungkono, Sugeng; Marjud, Fujiama
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.5.2.62-71

Abstract

Preparing for the Computer-Based Written Examination (UTBK) poses a significant challenge for high school students, not only in terms of academic mastery but also in mental readiness to face exam pressure. One of the main issues identified is math anxiety, which can disrupt concentration and lower academic performance. To address this challenge, the SMART UTBK program was developed as a comprehensive approach that integrates anxiety management strategies with competency strengthening through UTBK-style practice questions. The program includes educational webinars that discuss techniques to overcome math anxiety and offer practical tips for solving UTBK math problems, as well as online tryout sessions designed to simulate real test conditions. A total of 100 senior high school students participated in this initiative. Evaluation results indicated that over 70% of participants found the math anxiety material helpful in managing excessive exam-related stress and reported improved understanding of problem-solving strategies. The tryout sessions were also considered representative and effective in helping students assess their readiness in a realistic context. This program not only addresses technical knowledge needs but also provides the psychological support essential for students facing university entrance exams. The SMART UTBK program underscores the importance of integrative interventions, demonstrating that equipping students both psychologically and academically can significantly enhance their emotional and cognitive preparedness
Defragmenting Struktur Berpikir Pemecahan Masalah Melalui Pemetaan Kognitif Berbasis Teori Polya pada Soal PISA Wahab A, Abdul; Buhaerah; Ahsan, Muhammad; Busrah, Zulfiqar
Journal of Mathematics Learning Innovation Vol 1 No 1 (2022): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1338.208 KB) | DOI: 10.35905/jmlipare.v1i1.3388

Abstract

Errors in problem solving indicate that there are parts of the cognitive structure that are problematic, either because they are disorganized, disconnected or experiencing cognitive holes. thinking This research uses a qualitative approach. The data analysis technique used refers to the Miles and Huberman analysis model, namely data reduction, data presentation and finally drawing conclusions. The results showed that the three subjects studied were only S1 subjects who were able to answer all the questions given correctly without going through the defragmenting process, this was because the problem-solving thinking structure of the questions was classified as good, this success was supported by the level of cognitive understanding of the prerequisite material for the questions. good. While on the subject of S2, even though the conclusions of the answers already look correct, in one of the questions, it appears that there is an error in thinking which is categorized as pseudo, this error occurs because of the tendency to only pursue similarity questions and do not emphasize understanding mathematical concepts. The defragmenting efforts given are in the form of cognitive conflict interventions, scaffolding–restructuring and scaffolding explaning. While on the subject of S3, the low literacy ability in reading the test questions, as well as understanding the concept of the prerequisite material for the questions, causes errors at all stages of problem solving. The defragmenting efforts given are scaffolding-explaning intervention, scaffolding restructuring, cognitive conflict, scaffolding-review, disequilibration. The lack of knowledge about the prerequisite material so that more emphasis is placed on providing scaffolding-explaning.
Co-Authors Ahsan, Muhammad Buhaerah Buhaerah Buhaerah, Buhaerah Busrah, Zulfiqar Candraningsih, Yosy Dadan Dasari Dadang Juandi Elisya, Nur Izzah, Aqidatul Laia, Harun Onesimus Marjud, Fujiama Sungkono, Sugeng Syaiful