This document summarizes a research study that analyzed the difficulty students face when solving geometry problems based on Van Hiele's theory of geometric thinking. The study found that most students were at the lowest visualization level of thinking, with few reaching the higher analysis, informal deduction, and deduction levels. It also identified 13 students with low problem-solving ability, 7 with medium ability, and 6 with high ability. The researchers concluded that using interactive media like Macromedia Flash could help students better visualize geometric concepts and potentially improve their problem-solving skills.
Analysis Of Mathematical Problem Solving Skill Of Fifth Grade Students On Geo...Amy Roman
This document summarizes a study that analyzed the mathematical problem solving skills of 5th grade students in Indonesia on geometry topics. The study found that the average score of 39 students on a problem solving assessment was 53.9, indicating a lack of problem solving ability. When categorized, 20% of students were in the perfect group, 10% in the good group, 12.8% in the sufficient group, 33% in the minus group, and 23.1% in the least group. Common approaches students used to solve problems included drawing pictures, making tables, guessing and testing, breaking problems into sub-problems, and using formulas.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage
of solving mathematical problems.
Analysis of Students Error in Solving Quadratic Equations Using Newman s Pro...Suzanne Simmons
The document analyzes errors made by students in solving quadratic equations using Newman's error analysis procedure. It found that most students made errors in transforming and comprehending problems. Few students made encoding errors, and no reading errors were observed. Interviews with students found the main reasons for errors were a lack of understanding of basic concepts and unsuitable learning styles. The study aims to help teachers and students eliminate errors in solving quadratic equations to improve mathematics learning.
Analysis Students Learning Motivation on the Implementation of Direct Instru...Lori Mitchell
This study analyzed students' learning motivation after being taught about colloids using the direct instruction learning model at Muhammadiyah Pakem Senior High School. Data was collected from 11 students using a learning motivation questionnaire. The results showed that students' learning motivation was in the high to very high category, with two students in the very high category and the rest in the high category. The direct instruction model focuses on teacher explanation and involvement, which helps improve students' understanding and motivation by structuring the learning process. Teachers play an important role in developing students' motivation through encouraging learning and organizing engaging classroom environments. The study concluded that the direct instruction model had a positive impact on students' learning motivation.
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
Analysis Of Mathematical Problem Solving Skill Of Fifth Grade Students On Geo...Amy Roman
This document summarizes a study that analyzed the mathematical problem solving skills of 5th grade students in Indonesia on geometry topics. The study found that the average score of 39 students on a problem solving assessment was 53.9, indicating a lack of problem solving ability. When categorized, 20% of students were in the perfect group, 10% in the good group, 12.8% in the sufficient group, 33% in the minus group, and 23.1% in the least group. Common approaches students used to solve problems included drawing pictures, making tables, guessing and testing, breaking problems into sub-problems, and using formulas.
Analysis Of Student Problem Solving Skills In Harmonic Motion MaterialsTony Lisko
This document analyzes students' problem solving skills in harmonic motion materials. The study found that students had difficulty with harmonic motion concepts and low problem solving abilities. When presented with problems, students on average scored 41.21% on understanding the problem, 32.24% on applying physics concepts, 14.21% on specifically applying concepts to conditions, 10.11% on correct mathematical procedures, and 2.23% on logical reasoning. Common student mistakes included errors in conveying and assessing solutions. The study concluded that students' problem solving skills were still relatively low and improved learning is needed to strengthen these skills.
Analysis Of Student S Misconceptions In Solving Mathematic Logic ProblemsTodd Turner
This document summarizes a study that analyzed student misconceptions in solving mathematical logic problems. The study identified misconceptions among 69 undergraduate students in Bengkulu, Indonesia studying basic mathematics with a focus on mathematical logic. A diagnostic test was administered to identify common misconceptions. The results showed misconception rates ranging from 4-43% across different mathematical logic topics. The highest misconception was in concluding statements and determining argument validity using premises. The lowest was using truth tables. On average, students showed misconceptions 21% of the time. The study used a Certainty Response Index to measure student confidence levels in their responses.
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage
of solving mathematical problems.
Analysis of Students Error in Solving Quadratic Equations Using Newman s Pro...Suzanne Simmons
The document analyzes errors made by students in solving quadratic equations using Newman's error analysis procedure. It found that most students made errors in transforming and comprehending problems. Few students made encoding errors, and no reading errors were observed. Interviews with students found the main reasons for errors were a lack of understanding of basic concepts and unsuitable learning styles. The study aims to help teachers and students eliminate errors in solving quadratic equations to improve mathematics learning.
Analysis Students Learning Motivation on the Implementation of Direct Instru...Lori Mitchell
This study analyzed students' learning motivation after being taught about colloids using the direct instruction learning model at Muhammadiyah Pakem Senior High School. Data was collected from 11 students using a learning motivation questionnaire. The results showed that students' learning motivation was in the high to very high category, with two students in the very high category and the rest in the high category. The direct instruction model focuses on teacher explanation and involvement, which helps improve students' understanding and motivation by structuring the learning process. Teachers play an important role in developing students' motivation through encouraging learning and organizing engaging classroom environments. The study concluded that the direct instruction model had a positive impact on students' learning motivation.
This document summarizes a research study that examined the relationship between Polya's problem-solving steps and the steps of computational thinking when students solve mathematics problems. The study found that when defining the problem, students performed abstraction and decomposition, consistent with computational thinking. When planning solutions, students used generalization. When implementing plans and checking answers, students used debugging and developing algorithms. So the study concluded that Polya's problem-solving aligns with computational thinking steps when students solve problems in mathematics.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
Analysis Of Students Mathematical Literacy Skill In Solving Pisa Mathematica...Lisa Muthukumar
- The document analyzes students' mathematical literacy skills in solving PISA mathematics problems. Testing was conducted using questions adopted from PISA at different difficulty levels.
- The results showed that students' mathematical literacy skills were in the medium to low categories. Most students struggled with questions at higher difficulty levels that required complex modeling and reasoning.
- Factors like home environment, schooling, parents, and society were found to influence students' mathematical literacy development. Improving mathematical literacy is important for students' learning and problem-solving abilities.
Analysis of Students in Difficulty Solve Problems TwoDimentional Figure Quadr...IOSRJM
This research is a descriptive study that aims to determine the difficulty of concepts, principles difficulty and skill difficulties experienced by students of SMPN 8 Makassar to solve problems, specifically about waking flat rectangle. The subject of this research was the seventh grade students of SMPN 8 Makassar in the academic year 2015/2016 consisting of 5 classes of 200 students, while research subjects were students of class VII SMPN 8 Makassar as many as 35 students. The data collection is done by providing an instrument in the form of a test which consists of 5 items essay in the classroom in order to obtain a score of each kind of level of difficulty with descriptive analysis. The results were obtained percentage score of the degree of difficulty concept was 71.43% categorized as moderate difficulty level, the difficulty level of the principles is 25.71% categorized as very low level of difficulty, the difficulty level of skill 20% categorized the degree of difficulty is very low.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
How To Write A Progress Report For A ProjectJoe Andelija
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Excellent Tips On Research Paper Writing EducationaJoe Andelija
The story follows Caila, a popular 16-year old high school student who becomes pregnant and must deal with the challenges of her new situation. While driving home from school one day, Caila's car is suddenly hijacked by a mysterious man who orders her boyfriend Owen to keep driving. The story sets up a concerning situation for the expecting Caila as her hijacking could put her and her unborn child in danger.
Analysis Of The Poem The Of The. Online assignment writing service.Joe Andelija
1. The document discusses abdominal wounds during the Civil War. Treatment often involved pushing organs back in and suturing the wound. Food was withheld due to risk of contamination from intestinal leakage. Opium was used to slow digestion.
2. It provides an example of Major General Henry Barnum who was shot in the lower abdomen but survived capture before dying of his wounds.
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Example Of Narrative Report For Ojt In RestauJoe Andelija
The document provides instructions for using the HelpWriting.net website to request writing assistance. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. It emphasizes the site's commitment to original, high-quality work and full refunds for plagiarized content.
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The document provides instructions for requesting writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and reviewing writer bids before choosing a writer and placing a deposit to start the assignment. It notes that customers can request revisions until satisfied with the paper and will receive a refund if the paper is plagiarized.
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Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
Analysis Of Students Mathematical Literacy Skill In Solving Pisa Mathematica...Lisa Muthukumar
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- The results showed that students' mathematical literacy skills were in the medium to low categories. Most students struggled with questions at higher difficulty levels that required complex modeling and reasoning.
- Factors like home environment, schooling, parents, and society were found to influence students' mathematical literacy development. Improving mathematical literacy is important for students' learning and problem-solving abilities.
Analysis of Students in Difficulty Solve Problems TwoDimentional Figure Quadr...IOSRJM
This research is a descriptive study that aims to determine the difficulty of concepts, principles difficulty and skill difficulties experienced by students of SMPN 8 Makassar to solve problems, specifically about waking flat rectangle. The subject of this research was the seventh grade students of SMPN 8 Makassar in the academic year 2015/2016 consisting of 5 classes of 200 students, while research subjects were students of class VII SMPN 8 Makassar as many as 35 students. The data collection is done by providing an instrument in the form of a test which consists of 5 items essay in the classroom in order to obtain a score of each kind of level of difficulty with descriptive analysis. The results were obtained percentage score of the degree of difficulty concept was 71.43% categorized as moderate difficulty level, the difficulty level of the principles is 25.71% categorized as very low level of difficulty, the difficulty level of skill 20% categorized the degree of difficulty is very low.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
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Chapter wise All Notes of First year Basic Civil Engineering
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Chapter 2
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Chapter 6
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3. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
312
URL: http://dx.doi.org/10.14738/assrj.67.6848.
students' thinking processes in learning geometry and their understanding in the context of
geometry.
The five levels of Van Hiele's geometrical thinking are: a) Level 0 (Visualization), at this level
students only pay attention to wake up visually without knowing the characteristics of the
build; b) Level 1 (Analysis), at this level students begin to analyze geometric concepts. Students
have been able to recognize and determine the characteristics of wake by analyzing the
properties possessed by the build; c) Level 2 (Informal Deduction), at this level students can
see the relationship between traits in one gemetri building; d) Level 3 (Deduction), at this level
thinking student deduction has begun to develop and deduction reasoning as a way to
construct geometric structures in axiomatic systems has been understood; and e) Level 4
(Rigor), at this level can understand the use of indirect evidence and evidence through counter-
positivity, and can understand non-Euclidean systems (Burger & Shaughnessy, 1986).
Some of the research that has been done proves that the application of Van Hiele's theory has a
positive impact on learning geometry. By knowing the characteristics of students' geometry
skills in solving geometry problems based on the level of thinking Van Hiele is expected the
teacher is able to apply learning methods that are in accordance with the characteristics of
each student and choose the right learning media.
However, the reality in the field shows that most teachers rely solely on images built up by
static space in the book to explain geometric material to students. Building the space presented
on a piece of paper will be very difficult for students to visualize. The problem that arises is
that students have difficulty understanding the material because the explanation is still limited
to the explanation of the concept through lectures on the board. For this reason, media is
needed that can help students visualize waking up space.
The use of learning media is one of supporting the achievement of learning objectives for
example in learning geometry. Abstract geometry can be easily studied which is presented in a
concrete form in the form of a model, image or animation. This concrete form must be sought
by the teacher so that the objectives of geometry learning can be achieved.
One of the learning media that can be used in geometry learning is the Macromedia Flash
software. Macromedia flash is the right software for making visual offerings that can interpret
various media, such as video, animation, images and sound. This software is quite reliable in
making various kinds of interactive and interesting tutorial applications. The advantage of
Macromedia Flash is that it attracts students to learn because the material is easier to
understand. They can see the animation running alone by clicking the play button. So, what
they imagine can be seen visually (Utama 2012). This allows students not to memorize more
about abstract mathematical concepts that become real. Therefore, learning needs to be done
through Van Hiele's thinking theory assisted by macromedia flash learning media to overcome
students' difficulties in solving geometry problems.
METHODS
The type of research used in this research is qualitative descriptive research. This research was
conducted in SMP Methodist 7 Medan, in the Academic Year 2018/2019. The subjects in this
study were class VIII amounting to 26 students. The researcher determines the research
subject by using purposive sample. In this study, were selected 2 students from the low,
medium, and high geometry problem solving levels. So the subjects in this study were 6
students.
5. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
314
URL: http://dx.doi.org/10.14738/assrj.67.6848.
Data Analysis Technique
In this study, the data analysis technique used was the analysis of quantitative and qualitative
data. Quantitative analysis was carried out to determine the distribution of the level of
geometric thinking and the level of students’ geometry problem solving ability. The level
distribution of students' geometric thinking is obtained based on student achievement in Van
Hiele's geometry level. While the level of geometry problem solving ability is categorized based
on the scores obtained by students. Then qualitative analysis is carried out to describe the
errors in the answer sheet of the research subject and the conclusions of the difficulties
experienced by the research subjects obtained from the summary transcript of the interview.
The steps in analyzing data in this study are data reduction, data presentation, and conclusion.
Data reduction in this study is the activity of selecting, focusing, extracting, and formulating all
data obtained from the field. The activity carried out was to examine the results of the tests and
classify the students' answers into the level of geometry problem solving abilities. Then make
interview transcripts related to the mistakes made by the research subjects. The presentation
of the data in this study is to analyze the results of the tests combined with the results of
interviews with the subject of the study in the form of narrative text. Drawing conclusions in
research is in the form of difficulties experienced by students from the summary transcript
analysis interview researchers and research subjects.
RESULTS AND DISCUSSION
Distribution of Student Geometry Thinking Levels
Tests of geometry problem solving abilities are arranged based on indicators of Van Hiele's
level of thinking and using polya problem solving steps.. This test was tested on 26 students
then examined. From the results of the examination, students will be grouped into five stages
of thinking level of Van Hiele. Grouping the level of thinking of Van Hiele is not referring to the
scores obtained by students but based on student achievement in answering problems at that
level. This geometry problem solving ability test is hierarchical so students must reach the
lowest level first and then reach the next level. The level of geometry thinking of students is
presented in Table 3.
Tabel 3. Student’s Geometry Thinking Levels
Level Many Students Based on Absent
Numbers
The Number
of Students
0 1,2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26
26
1 1,2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16,
18, 19, 20, 22, 23, 25, 26
21
2 1,2, 3, 5, 6, 7, 9, 11, 13, 18, 20, 23, 26 13
3 2, 3, 13, 20, 23, 26 6
4 -
In Table 3, the results of the grouping level of geometry thinking of students listed are based on
the student sequence number. From the data in Table 3, there is a proportion of students'
geometriy problem solving abilities at each level of thinking that are viewed from the level of
Van Hiele’ geometry thinking. Table 3 shows that there is a reduction in the number of
students who can reach the lowest to the highest level of geometry thinking. So it can be
concluded that the higher the level of thinking geometry, the fewer students can achieve it.
7. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
316
URL: http://dx.doi.org/10.14738/assrj.67.6848.
Analysis of Research Subject Difficulties
Analysis of geometry problem solving difficulties for the subject of research is carried out on
each problem or at each level of geometric thinking. These difficulties are obtained from the
results of interviews of researchers with the subject of research referring to the answers given
by the subject. The description of the difficulties experienced by the research subject is limited
to one at each level of geometry problem solving abilities.
The results of the geometry solving ability test show that S-1 and S-2 have a low level of
problem solving ability, and are only able to solve problems 1. So the researcher will describe
the difficulties experienced by S-1 in solving each problem. Furthermore S-3 and S-4 have a
medium level of problem solving ability, which is only able to solve problem 1, problem 2, and
problem 3. So the researcher will describe the difficulties experienced by S-3 in solving each
problem. And finally, S-5 and S-6 have a high level of problem solving ability, which is able to
solve problem 1, problem 2, problem 3, and problem 4. Then the researcher will describe the
difficulties experienced by S-5 in solving each problem.
a. Analysis of Difficulties Problem 1
S-1 Answer Results on Problem 1
Figure 1. S-1 Answer Results on Problem 1
Based on Figure 1, it can be seen that S-1 can describe one cube and two beams with sizes that
match the characteristics of cubes and beams.
S-1 Interview Results on Problem 1
The interview transcript results reveal that S-1 does not know the definition of cube or beam, it
can be said that he does not know the characteristics of the beam or cube.
'This is a characteristic of the difficulty of the concept. Then it can be concluded that S-1 had
difficulty in the concept of problem solving 1”.
9. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
318
URL: http://dx.doi.org/10.14738/assrj.67.6848.
research subject knows the characteristics of cubes and beams so that they can draw cubes and
blocks correctly.
'Through the summary above, the S-5 research subjects did not have difficulty drawing two
cubes and two blocks. This shows that the S-5 research subject had no difficulty in solving
problem 1”.
b. Analysis of Difficulties Problem 2
S-1 Answer Results on Problem 2
Figure 4. S-1 Answer Results on Problem 2
Based on Figure 4, it can be seen that S-1 has not been able to determine the pair of ribs and
sides that are parallel to the cube or beam. S-1 only mentions each rib and side on the cube or
on the beam.
S-1 Interview Results on Problem 2
The interview transcript results revealed that when S-1 was told to mention a pair of parallel
ribs, he only mentioned the ribs in the PQRSTUV cube. In addition, when asked for the
definition of a parallel pair of ribs, the S1 cannot answer it. The same is true when S-1 is told to
mention parallel pairs, he only mentions the sides in the PQRSTUV cube. This case shows that
S-1 research subjects do not neglect the properties of cubes or beams.
'Through the summary above, the difficulties experienced by S-1 are the characteristics of the
difficulties of the concept. Then it can be concluded that S-1 has difficulty in the concept of
problem solving 2”.
S-3 Answer Results on Problem 2
Figure 5. S-3 Answer Results on Problem 2
11. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
320
URL: http://dx.doi.org/10.14738/assrj.67.6848.
Figure 7. S-3 Answer Results on Problem 3
Based on Figure 7, it can be seen that S-3 can solve problem 3 by using polya problem
solving steps.
S-3 Interview Results on Problem 3
The interview transcript results revealed that when S-3 was asked which part was said to be
the base of the beam, he could answer that the base of the beam was the bottom side of the
beam. Then the S-3 knows the problem solving plan and can do problem solving and can draw
conclusions.
'Through the summary above, the S-3 did not have difficulty in calculating the surface area of
the beam. This shows that S-3 has no difficulty in solving problems 3”.
S-5 Answer Results on Problem 3
Figure 8. S-5 Answer Results on Problem 3
Based on Figure 8, it can be seen that S-5 can solve problem 3 by using polya problem
solving steps.
S-5 Interview Results on Problem 3
The interview transcript results revealed that when the S-5 was asked which part was said to
be the base of the beam, he could answer that the base of the beam was the bottom side of the
13. Siagian, P. P. G., Singa, B., & Mulyono. (2019). Analysis Of Difficulty Of Student’s Geometry Problem Solving Based On Van Hiele’s Thinking Theory
With Macromedia Flash. Furor. Advances in Social Sciences Research Journal, 6(7) 310-323.
322
URL: http://dx.doi.org/10.14738/assrj.67.6848.
Research findings related to the difficulties experienced by research subjects in the geometry
problem solving at each level of geometry problem solving ability are presented in Table 6.
Table 6. Difficulties Geometry Problem Solving in Research Subjects
Level
Research
Subjects
Problems
Difficulties Geometry
Problem Solving
Low S-1
Problem 1 Difficulty in concept
Problem 2 Difficulty in concept
Medium S-3
Problem 1 No Difficulty
Problem 2 Difficulty in concept
Problem 3 No Difficulty
High
S-5
Problem 1 No Difficulty
Problem 2 Difficulty in concept
Problem 3 No Difficulty
Problem 4 Difficulty in skills
CONCLUSION
Based on the description of the results of the research, the following conclusions are obtained:
1. There are 26 people able to reach level 0 (visualization) or can draw cubes and beams
according to the characteristics of; 21 people able to reach level 1 (analysis) or can
mention the pair of ribs and parallel sides; 13 people able to reach level 2 (informal
deduction) or can solve a problem using beam properties in determining the surface
area of the beam;
6 people able to reach level 3 (deduction) or can solve problems by linking concepts to
cubes and beams in determining the surface area of the beam.
2. The level of geometry problem solving ability of students from 26 students, namely: 13
(50%) students were at low level, 7 (26.92%) students were at medium level, 6
(23.08%) students were at high level.
3. The geometry problem solving difficulties of the research subjects are S-1 has a difficult
concept on problem 1 and problem 2. S-3 has difficulty skills in problem 1, has difficulty
in concept on problem 2, and has difficulty in principle on problem 3. S-5 has no
difficulty in problem 1, has difficulty concept on problem 2, has difficulty skills in
problem 3 and has difficulty skills in problem 4.
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