Senior High School Students’ Ability in Posing System of Linear Equations in Two Variables Problems

Yemima Indah Rachmawati(1*), Eko Sugandi(2), Lydia Lia Prayitno(3)

(1) Department of Mathemnatic Education, Universitas PGRI Adi Buana Surabaya
(2) Department of Mathemnatic Education, Universitas PGRI Adi Buana Surabaya
(3) Department of Mathemnatic Education, Universitas PGRI Adi Buana Surabaya
(*) Corresponding Author

Abstract

Problem posing is a learning approach that trains students to be able to process and communicate mathematical problems based on information obtained. This study aims to describe the ability of high school students to pose problems on the topic of system of linear equations in two variables (SLETV). This study used a quantitative descriptive study involving 60 high school students in the East Surabaya area. The results showed that students were able to submit 60 problems, consisting of 54 problems can be categorized and 6 problems could not be categorized. Based on the semantic structure of mathematics, 17 students (31.48%) were able to pose problems using 1-relationship, 13 students (24.07%) were able to pose problems using 2-relationships, 13 students (24.07%) were able to raise problems using 3-relationships, and 11 students (20.37%) were able to pose problems using 4-relationships. Based on language structure (syntax), 13 students (24.07%) were able to pose problems using assignment propositions, as many as 17 students (31.48%) were able to pose problems using relationship propositions, and 14 students (25.93%) were able pose a problem using a presupposition proposition.

Keywords

Submission of Problems, SLETV, syntax, semantics

Full Text:

PDF

References

Berch, D.B. & Mazzocco M.M.M. (2007). Why is math so hard for some children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Maryland: Paul H. Brookes Publishing Co.

Brown , S.I. dan Walter, M.I. (1990). The Art of Proplem Posing (second edition). New Jersey:

Lawrence Erlbaum Associates Publishers.

Kwakwa, A. (2012). Teachers Asked to Adopt Problem Posing. GNA.

Silver, E. A. &Cai, J. 1996. An Analysis of Arithmetic Problem Posing by Middle School Students. Journal of Research in Mathematic Educations, 27(5), 521-539.

Tuğrul, K. 2010. The Relation Between Problem Posing and Problem Solving Skills of Prospective Elementary Mathematics Teachers.Procedia-Social and Behavioral Sciences,2(2), 1577- 1583.

Gardiner, A. D & Borovik, A.V. 2007. Mathematical Abilities and Mathematical Skills. Manchester: The University Of Manchester.

Sasongko, Dimas Femy. 2013. Kreativitas Siswa dalam Pengajuan Soal Matematika Ditinjau dari Gaya Kognitif Field-Independent (FI) dan Field Dependent (FD). Tesis tidak diterbitkan. Surabaya: PPs UNESA.

Dwianto, D.A. & Siswono, T.Y.E. 2016. Profil Komplekitas Soal yang Dibuat Siswa Dalam Pengajuan Masalah. Jurnal Ilmiah Pendidikan Matematika, 3(5), 83-91

Amalina, Ijtihadi Kamilia & Siswono, Tatag Yuli Eko. 2016. Investigasi Kemampuan Berpikir Kreatif Siswa Dalam Pengajuan Masalah Matematika. Surabaya : Universitas Negeri Surabaya.

Yuliati, Siti. 2014. Profil Berpikir Siswa Kelas VII Dalam Problem Posing pada Materi Lingkaran Ditinjau Berdasarkan Kemampuan Matematika. Surabaya : Universitas Negeri Surabaya.

DOI: 10.23917/jramathedu.v4i1.6954

Article Metrics

Abstract view(s): 706 time(s)
PDF: 608 time(s)

Refbacks

  • There are currently no refbacks.