Rizka rusdi power point seminar.

APPLICATION OF MATHEMATICAL PROBLEM SOLVING
IN LEARNING TO IMPROVE STUDENT RESULTS ON
CLASSROOM VIII SMPN 5 KOTA BENGKULU

Classroom Action Research

By:

Rizka Rusdi
A1C009039

Presented By : Rizka Rusdi (A1C009039)

Introduction


1.1 Background

Mathematics is one subject is taught that in every type of educational levels,
ranging from elementary to secondary education both public schools and
vocational school.

Most people tends to be considered as a mathematics a difficult subject.
Some even regard mathematics as a frightening specter.

Many students found problematic and difficult to solve math problem so that
students get low grades on math. The low student mathematics learning
outcomes caused by various factors including the method used by teachers in
the learning of mathematics.

Various problems occur in the learning of mathematics in schools. The most
common problem is a less satisfactory learning outcomes. These problems
occur because of several obstacles in learning mathematics. One of the
barriers that often occur in the learning of mathematics is the bottleneck in
solving problems (problem solving).


1.2 Problem Formulations

1. How to apply problem solving to enhance the activity of students in
learning mathematics?

2. How to apply problem solving to improve student learning outcomes in
mathematics learning?

1.3 Purpose

1. To find out how the application of problem solving can improve students'
math learning activity.

2. To find out how the application of problem solving can improve students'
mathematics learning outcomes.


1.4 Benefits Issues

a. For teachers
As a reference for selecting learning strategies math model or exact
b. For students
To motivate students to be able to solve mathematical problems that
increase student learning outcomes
c. For researchers
To add to our understanding of problem solving.


1.5 Term Limits

1. Problem solving is the thought process to determine what to do
when it does not know what we should do.
2. The result is something That Is Achieved while the math is the
mastery of learning outcomes or skills that Achieved by students on
subjects of mathematics is shown by tests.
3. Observed student activity is the activity of students during the
learning process based on the application of mathematical problem
Solving


Review References


2.1 Learning Mathematics

 Learning is conducted every human activity in everyday life today.
 the object of learning mathematics consists of the direct object and
indirect object :
1. Direct object is to learn math facts, skills, concepts and
principles.
2. Indirect object is the transfer of learning mathematics learning,
the ability to investigate, problem-solving skills, personal
discipline and an appreciation of mathematical structure.


2.2 Study of Mathematics

 Learning problems in school mathematics is a complex issue, for it is as a
teacher we should be able to select appropriate learning strategies to the
learning materials. Implementation of a mathematics learning strategies and
approaches required multiple approaches may be needed in a number of
methods of learning.
 Learning method is a way that can be used to achieve learning goals and to
implement a method of learning is required of a technique or a systematic
way of carrying out learning activities such as explaining technical,
engineering and technical demonstrations asking the learning activities, the
teacher said to succeed if able to engage most of their students actively,
both physically and mentally so as to change the behavior of the majority of
students toward mastery of basic competencies better.
 Factor of poor quality learning outcomes are caused by two factors:
1. Internal factors are factors that come from the students themselves are
such as preparedness, ability, Possessed prerequisite knowledge
students, motivation, intelligence and so forth
2. external factors are derived from external factors such as student
facilities, weather etc.


2.3 Problem Solving Approach

 Approach can be interpreted as a point of departure or point of view of
learning process.
 Approach to learning is a path or way in which teachers or students in the
achievement of learning objectives from the standpoint of how the learning
process or learning materials, the general or specific.
 Characteristics of problem-solving approach (Taplin, 2011):
1. The interaction between student and teacher interaction with students.
2. Mathematical dialogue and consensus among the students.
3. Teachers provide sufficient information about the problem, and students
to clarify, interpret, and try to construct the solution.
4. Teachers receive an answer true / false is not to evaluate.
5. Teacher mentoring, training, ask questions and share insights in the
troubleshooting process.
6. Teachers know when it is appropriate to intervene, and when to step
back and let the students make their own way.


2.4 Learning Mathematics with Problem Solving Approach

 Problem solving in the teaching of mathematics is a process in which a
person or group to accept the challenge related to the mathematical
problem and the way in the which the solution is not Immediately be
determined easily and the solution requires a mathematical idea.
 One of the goals of teaching through problem solving is to Encourage
students to improv and build a process within the time period in the which
students perform their own process to find some ideas to become a better
awareness of the possibilities


Aspects in Problem Solving Approach

Understanding

Review Using Strategy

Solve the Problems

In some aspects of problem solving is related to one another. For example,
the process of understanding the problems associated with the process of
reviewing, using strategies, problem-solving process. In a mathematical
problem, of course, will be examined and understood the main core of the
problem. Then Able to develop mathematical models, and are Able to choose
a solution strategy, and finally connecting with the initial problem as well as a
check on results obtained or settlement.


1. Guess and check.
2. Finding the pattern.
3. Concrete
There are ten 4. Draw pictures or charts
strategies that can be 5. Write a math sentence
used in solving
6. Creating a model
problems in
mathematics: 7. Creating a table
8. Solve a simple problem
9. Working backward strategy
10. Account all possible systematic


2.5 Type of Questions

Department of Mathematics and Computer Science at Saint Louis University (the
Department of Mathematics and Computer Science, 1993) proposed five types of math
problems:

1. Questions that test the memory (memory).
2. Questions that test your skills (skills).
3. Questions that require application of skills on a regular
situation (familiar).
4. Questions that require application of skills in an
unusual situation (unfamiliar) - develop a new strategy
for the problem.
5. Questions that require an extension (extension) or the
skills that we know the theory before it is applied in
unusual circumstances (unfamiliar).


Aspects in Problem Solving Approach

The type of
memory question
(recognition)

Type of The type of
The type of Question procedural or
situations
(By Thomas algorithms question
question(situation)
Butt) (algorithmic)

The type of open The type of
question (open applied question
search) (application)


2.6 Learning Outcomes

 the results of learning are skills possessed by the student after he received
the learning experience" (Nana, 2005: 22).
 A man can be said to succeed in learning if it has been a change in her
behavior, either in the form of knowledge and skills as well as in the form of
attitude is positive.
 To find out the success of students in the learning process of evaluation
conducted. Learning outcomes are measured through a test or assessment of
learning outcomes and the value can be known in the form of letters or
numbers. From the results of this study to know whether students can be said
to complete the study or not.


2.7 Relevant Research

The results of research by Apriza Yuli (2009) revealed that through the
learning of mathematics with the Problem Based Instruction increased student
learning outcomes, from the cycle I with an average of 58.57 with 60%
completeness of student learning, and in the second cycle the average student to
69.57 to 88.57% learning completeness. Thus, it can be concluded that the
average student learning has increased and the thoroughness of action is
achieved according to the indicators of success.


2.8 Frame of Mind


Methods of Research


3.1 Type of Research

Type of research conducted is Classroom Action Research (CAR).
Arikunto (2006:3) states that "a class action research and learning activities
carefully to be an act, deliberately raised and occur in a class together". While
Wibawa (2004: 6) says that a classroom action research (CAR) is a study
conducted in a systematic reflective of the various actions taken by teachers as
well as researchers, since the drafting of a plan to the assessment of real action
in the classroom in the form teaching and learning activities, to improve learning
conditions performed.

3.2 Place and Subject of Research

This research site is SMP N 5 Bengkulu in VIII class.


3. 3 Factors of Research

 Activities students learn mathematics students with the application problem
solving in class VIII SMPN 5 Bengkulu City.
 Learning outcomes mathematics students with the application problem
solving in class VIII SMPN 5 Bengkulu City.


3.4 Procedure of Research

Flow Chart of Classroom Action Research

Planning

Reflection Cycle I Implementation

Observation

Planning

Reflection Cycle II Implementation

Observation

?


Procedure of
Research
Early
Reflection

Placement
test

Preparation of
Action

Execution of
1.Reviewing the learning syllabus for each cycle. Action
2.Set and devise Plan Implementation Learning (RPP) of
each cycle.
3.Make and set material to each cycle.
4.Make and set tasks to student LKS will be a done
appropriate with measures problem solving.
5.Make and prepare tool help learning.
6.Set about preparing for the final test cycle IAP and answer
key


3.5 Instrumen of Research

1. Observation Sheet
Observation sheet used to obtain the data evaluation of teaching and learning
process in order to improve student learning activities with learning
mathematics problem solving.

2. Test
The test is used to obtain data on learning outcomes of students with learning
mathematical problem solving. Tests conducted in the form of placement tests
(placement-test) and test the end of each cycle.


3.6 Data Analysis Techniques

Observation Sheet

Data obtained from observations by teacher observation sheet used be
analyzed using a score of observation and interval categories as in the following
table:

No Assessment Criteria Score range
1 Less 13-21
2 Enough 22-30
3 Good 31-39


Test

Data were analyzed using the average value of the class, absorptive
capacity of student and exhaustiveness learn classical.

1. The average value of the class

2. Exhaustiveness learn classical


3.7 Indicators and Succes Criteria

 Students are said to be active in the lesson, if the observations of student
activity is generally achieved either criterion is located in the interval 31-39.
 Increase students' mathematics learning outcomes of each cycle with the
following requirements:
 If the minimum average student has achieved ≥ KKM mathematics
courses.
 If at least 85% of students scored ≥ completeness criteria studied.


Thank You


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