DIAGNOSIS OF STUDENTS DIFFICULTIES IN SOLVING WORD PROBLEM RELATED TO THE QUADRATIC INNEQUALITIES USING MAPPING MATHEMATICS
Abstract
The factors causing students' learning difficulties are very diverse, therefore, before deciding the steps that will be used to overcome these learning difficulties, teachers need to diagnose their students' learning difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties.
This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data.
Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors.
Downloads
References
Bautista, D. (2011). Children Solving Word Problems in an Imported Language. Mathematics: Tradition and New Practices. 96-106. AAMT & MERGA.
Çiltaş, A. & Tatar, E. (2011). Diagnosing Learning Difficulties Related to the Equation and Inequality that Contain Terms with Absolute Value. International Online Journal of Educational Sciences, (Online), 3(2): 461-473, (http://www.iojes.net), diakses 25 April 2019.
Einsenmann, H. B. A. & Otten, S. (2011). Mapping Mathematic in Classroom Discourse. Journal for Research in Mathematics Education, 42(5): 451-485.
Gooding, S. (2009). Children's Difficulties with Mathematical Word Problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3): 31-36. UK: University of Cambridge.
Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2006). Technology-Supported Math Instruction for Students With Disabilities: Two Decades Of Research And Development. Center for Implementing Technology in Education: American Institutes for Research,1-25.
Jitendra, A. K., & Star, J. R. (2012). An exploratory study contrasting high and low-achieving students’ percent word problem solving. Learning and Individual Differences, 22, 151-158. Doi:10.1016/j.lindif.2011.11.003
Joseph, Y. K. K. (2009). Secondary 2 Students’ Difficulties in Solving Non-Routine Problems. Electronic Journal of Mathematics and Technology (Online), (http://www.radford.edu/ejmt), diakses 13 Desember 2019.
Orthon, A. & Frobisher, L. 2005. Insights to Teaching Mathematics. New York: Continuum.
Pape, S. J. (2004). Middle School Children’s Problem Solving Behavior: A Cognitive Analysis from a Reading Comprehension Perspective. Journal for Research in Mathematics Education, 35(3): 187-219.
Suyono & Hariyanto. (2011). Belajar dan Pembelajaran, Teori dan Konsep Dasar. Bandung: Remaja Rosdakarya.
Widdiharto, R. (2008). Diagnosis Kesulitan Belajar Matematika SMP dan Alternatif Proses Remidinya. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
William, C. G. (2002). Using Concept Maps to Asses Conceptual Knowledge. Lessons Learned from Research, 203-207. USA: NCTM.
Winkel, W. S. (2012). Psikologi Pengajaran. Yogyakarta: Media Abadi
Copyright (c) 2020 Marlin Blandy Mananggel
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Jurnal Pendidikan Matematika (Jupitek) Posting Your Article Policy.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Jurnal Pendidikan Matematika (Jupitek) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.png)
