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All Journal Proceeding International Conference on Mathematics and Learning Research Mathematics Education Journal
Saelee, Sompob
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Education Mathematics Other

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Analysis of the Use Intelligent Guess and Test Strategy in Solving Realistic HOTS Problems for Junior High School Students Wibawa, Kadek Adi; Wena, I Made; Arsana, Anak Agung Putu; Saelee, Sompob
Proceeding International Conference on Mathematics and Learning Research 2024: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

There are various strategies for solving realistic HOTS-type problems, one of which is the intelligent guess and test strategy. However, students have not yet fully understood the use of this strategy. Therefore, this study aims to analyze the use of the intelligent guess and test strategy in solving realistic HOTS-type problems. This research employs a qualitative approach with a case study type. The study was conducted at SMP Widiatmika in Badung Regency, Bali Province, involving 27 eighth-grade students. Data collection techniques included tests and documentation. Data analysis employed qualitative content analysis, thematic coding, constant comparative analysis, and narrative analysis. The results of this study indicate that 96.3% of students chose to solve problems using an arithmetic approach, while 3.7% used an algebraic approach. The study also revealed that students faced difficulties in solving realistic HOTS-type problems, particularly in understanding the problems and determining the methods to use. Furthermore, the study identified three patterns in the use of the intelligent guess and test strategy: incomplete, complete but indirect, and complete and direct. The incomplete pattern occurs when students determine a formula without a strong basis to arrive at the final answer to a problem. The second pattern, complete but indirect, begins after the student understands the problem and makes the most reasonable guess, followed by testing. The student then analyzes the test results and makes the next guess based on the initial guess. This process is carried out cyclically until the student finds the most accurate guess. The third pattern, complete and direct, occurs when the student makes a direct guess because they fully understand the problem and have considered various aspects of the issue. The student tests the first guess and obtains the expected result.
Student Responses to Culture-Based Mathematics Learning in the Indonesian and Thailand Education Curricula Payadnya, I Putu Ade Andre; Wulandar, I Gusti Ayu Putu Arya; Puspadewi, Kadek Rahayu; Saelee, Sompob
Mathematics Education Journal Vol. 18 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i1.pp113-128

Abstract

The aim of this research was to assess how students in Indonesia and Thailand react to ethnomathematics problems within their respective cultures. The participants consisted of 50 students in grades 7 to 12 from Indonesia and Thailand. Descriptive analysis techniques were employed in this study. Data were gathered using questionnaires, tests, and interviews. Subsequently, qualitative descriptive data analysis techniques such as Data Reduction, Data Presentation, Drawing Conclusions, and Verification were applied to analyze the collected data. The results showed that students presented positive responses to the given ethnomathematical problems. From the results of the questionnaire, about 76% showed an average very positive response to ethnomathematics, while the remaining 24% of students showed a moderately positive response to ethnomathematics. From the interview, students stated that students assume that ethnomathematics is interesting and challenging. Students’ answers to the ethnomathematics test showed that they were unable to understand ethnomathematics and tended to work on planning and finally got the wrong results. This is because students who pay less attention to their cultural environment tend to acquire procedural mathematics learning. Therefore, teachers are expected to be able to develop more realistic mathematics learning by linking mathematical concepts with the real world.
Co-Authors Anak Agung Putu Arsana, Anak Agung Putu I Made Wena Kadek Adi Wibawa Kadek Rahayu Puspadewi Payadnya, I Putu Ade Andre Wulandar, I Gusti Ayu Putu Arya