Problem solving ability of seventh grade students viewed from geometric thinking levels in search solve create share learning model
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Mar 29, 2018
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Abstract
The purposes of this study was to know wether the student’s problem solving ability on SSCS and PBL learning models achive the mastery learning ; to compare the the student’s problem solving ability on SSCS and PBL learning models; to describe the problem solving ability student on SSCS learning model viewed from geometry thinking levels, and to know the quality of SSCS learning models. The method used was a mixed method. The population of this study was all students of SMP N 10 Semarang. The sample was chooseb by simple random sampling technique and class VII D as control class and VII G as experiment class.The quantitative data was analyzed by z-test to and the equivalence of two means. The qualitative data was analyzed through the validity test, data display, data reduction, and conclusion . Results indicated that either SSCS and PBL learning models have achieve the mastery learning of poblem solving ability test but there was no difference between students' problem solving abilitiy in the SSCS and PBL learning models. Students with PreRecognition and Visual can’t fully identify the properties of figure so it makes difficulty in solving problem. Students with Analysis level solve problem using the properties of certain figures.
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How to Cite
Wijayanti, K., Nikmah, A., & Pujiastuti, E. (2018). Problem solving ability of seventh grade students viewed from geometric thinking levels in search solve create share learning model. Unnes Journal of Mathematics Education, 7(1), 8-16. https://doi.org/10.15294/ujme.v7i1.21251
References
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Bradshaw, Z., & Hazell, A. (2017). Developing problem-solving skills in mathematics: a lesson study. International Journal for Lesson and Learning Studies, 6(1), 32-44.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for research in mathematics education, 31-48.
Clements, D. H., & Sarama, J. (2006). Early Math: Young Children and Geometry. Early Childhood Today, 20 (7), 12-13.
Crowley, M. L. (1987). The van Hiele model of the development of geometric thought. Learning and teaching geometry, K-12, 1-16.
Jepsen, D. M., Varhegyi, M. M., & Teo, S. T. (2015). The association between learning styles and perception of teaching quality. Education+ Training, 57(5), 575-587.
Elliott, J. (2014). Lesson study, learning theory, and the cultural script of teaching. International Journal for Lesson and Learning Studies, 3 (3).
Ersoy, E. (2016). Problem Solving and Its Teaching in Mathematics. The Online Journal of New Horizons in Education, 6(2), 79.
Fuys, D., & Geddes, D. (1984). An Investigation of Van Hiele Levels of Thinking in Geometry among Sixth and Ninth Graders: Research Findings and Implications.
Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education. Monograph, 3, i-196.
Halat, E. (2007). Reform-Based Curriculum & Acquisition of the Levels. Eurasia Journal of Mathematics, Science & Technology Education, 3(1).
Handayani, P., Agoestanto, A., & Masrukan, M. (2013). Pengaruh Pembelajaran Berbasis Masalah Dengan Asesmen Kinerja Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 2(1).
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.
Irwan. 2011. Pengaruh Pendekatan Problem Posing Model Search, Solve, Create, and Share (SSCS) dalam Upaya Meningkatkan Kemampuan Penalaran Mahasiswa Matematika. Jurnal Penelitian Pendidikan, 11(1): 1-13.
Jacobs, V. R., Martin, H. A., Ambrose, R. C., & Philipp, R. A. (2014). Warning Signs!. Teaching Children Mathematics, 21(2), 107-113.
Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J. P., Church, C., Corroy, K. A., & Zaslofsky, A. (2013). Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties. Learning Disability Quarterly, 36(1), 21-35.
Jo, S., & Ku, J. O. (2011). Problem based learning using real-time data in science education for the gifted. Gifted education international, 27(3), 263-273.
Krawec, J. L. (2014). Problem representation and mathematical problem solving of students of varying math ability. Journal of Learning Disabilities, 47(2), 103-115.
Lester, F. K. (1985). Methodological considerations in research on mathematical problem-solving instruction. Teaching and learning mathematical problem solving: Multiple research perspectives, 41-69.
Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for research in mathematics education, 25(6), 660-675.
Mayberry, J. (1983). The van Hiele levels of geometric thought in undergraduate Preservice teacher. Journal for Research in Mathematic Education, 14, 58-69.
Mayer, R. E. (1985). Implications of cognitive psychology for instruction in mathematical problem solving. Teaching and learning mathematical problem solving: Multiple research perspectives, 123-138.
National Council for Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Nugraheni, F., Mastur, Z., & Wijayanti, K. (2014). Keefektifan Model Process Oriented Guided Inquiry Learning Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 3(1), 1-7.
Peltier, C., & Vannest, K. J. (2016). Utilizing the Star Strategy to Improve the Mathematical Problem-Solving Abilities of Students with Emotional and Behavioral Disorders. Beyond Behavior, 25(1), 9-15.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 58 Tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Pertama/Madrasah Tsanawiyah (Decree of The Indonesian Minister of Education and Culture Number 58, 2014)
Pizzini, E. L., Abell, S. K., & Shepardson, D. P. (1988). Rethinking thinking in the science classroom. The Science Teacher, 55(9), 22-25.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eight-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of learning disabilities, 44(6), 508-520.
Rahmawati, N. T., Junaedi, I., & Kurniasih, A. W. (2013). Keefektifan Model Pembelajaran SSCS Berbantuan Kartu Masalah terhadap Kemampuan Pemecahan Masalah Siswa. Unnes Journal of Mathematics Education, 2(3).
Riccomini, P. J., Hwang, J., & Morano, S. (2016). Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword. In Instructional Practices with and without Empirical Validity (pp. 39-60). Emerald Group Publishing Limited.
Savitri, S. N., Rochmad, R., & Agoestanto, A. (2013). Keefektifan Pembelajaran Matematika Mengacu Pada Missouri Mathematics Project Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 2(3).
Spronken-Smith, R., & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138-153.
Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2015). Metode Penelitian Kombinasi (Mixed Methods). Bandung:Alfabeta.
Tricomi, E., & DePasque, S. (2016). The role of feedback in learning and motivation. In Recent developments in neuroscience research on human motivation (pp. 175-202). Emerald Group Publishing Limited.
Bradshaw, Z., & Hazell, A. (2017). Developing problem-solving skills in mathematics: a lesson study. International Journal for Lesson and Learning Studies, 6(1), 32-44.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for research in mathematics education, 31-48.
Clements, D. H., & Sarama, J. (2006). Early Math: Young Children and Geometry. Early Childhood Today, 20 (7), 12-13.
Crowley, M. L. (1987). The van Hiele model of the development of geometric thought. Learning and teaching geometry, K-12, 1-16.
Jepsen, D. M., Varhegyi, M. M., & Teo, S. T. (2015). The association between learning styles and perception of teaching quality. Education+ Training, 57(5), 575-587.
Elliott, J. (2014). Lesson study, learning theory, and the cultural script of teaching. International Journal for Lesson and Learning Studies, 3 (3).
Ersoy, E. (2016). Problem Solving and Its Teaching in Mathematics. The Online Journal of New Horizons in Education, 6(2), 79.
Fuys, D., & Geddes, D. (1984). An Investigation of Van Hiele Levels of Thinking in Geometry among Sixth and Ninth Graders: Research Findings and Implications.
Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education. Monograph, 3, i-196.
Halat, E. (2007). Reform-Based Curriculum & Acquisition of the Levels. Eurasia Journal of Mathematics, Science & Technology Education, 3(1).
Handayani, P., Agoestanto, A., & Masrukan, M. (2013). Pengaruh Pembelajaran Berbasis Masalah Dengan Asesmen Kinerja Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 2(1).
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.
Irwan. 2011. Pengaruh Pendekatan Problem Posing Model Search, Solve, Create, and Share (SSCS) dalam Upaya Meningkatkan Kemampuan Penalaran Mahasiswa Matematika. Jurnal Penelitian Pendidikan, 11(1): 1-13.
Jacobs, V. R., Martin, H. A., Ambrose, R. C., & Philipp, R. A. (2014). Warning Signs!. Teaching Children Mathematics, 21(2), 107-113.
Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J. P., Church, C., Corroy, K. A., & Zaslofsky, A. (2013). Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties. Learning Disability Quarterly, 36(1), 21-35.
Jo, S., & Ku, J. O. (2011). Problem based learning using real-time data in science education for the gifted. Gifted education international, 27(3), 263-273.
Krawec, J. L. (2014). Problem representation and mathematical problem solving of students of varying math ability. Journal of Learning Disabilities, 47(2), 103-115.
Lester, F. K. (1985). Methodological considerations in research on mathematical problem-solving instruction. Teaching and learning mathematical problem solving: Multiple research perspectives, 41-69.
Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for research in mathematics education, 25(6), 660-675.
Mayberry, J. (1983). The van Hiele levels of geometric thought in undergraduate Preservice teacher. Journal for Research in Mathematic Education, 14, 58-69.
Mayer, R. E. (1985). Implications of cognitive psychology for instruction in mathematical problem solving. Teaching and learning mathematical problem solving: Multiple research perspectives, 123-138.
National Council for Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Nugraheni, F., Mastur, Z., & Wijayanti, K. (2014). Keefektifan Model Process Oriented Guided Inquiry Learning Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 3(1), 1-7.
Peltier, C., & Vannest, K. J. (2016). Utilizing the Star Strategy to Improve the Mathematical Problem-Solving Abilities of Students with Emotional and Behavioral Disorders. Beyond Behavior, 25(1), 9-15.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 58 Tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Pertama/Madrasah Tsanawiyah (Decree of The Indonesian Minister of Education and Culture Number 58, 2014)
Pizzini, E. L., Abell, S. K., & Shepardson, D. P. (1988). Rethinking thinking in the science classroom. The Science Teacher, 55(9), 22-25.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eight-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of learning disabilities, 44(6), 508-520.
Rahmawati, N. T., Junaedi, I., & Kurniasih, A. W. (2013). Keefektifan Model Pembelajaran SSCS Berbantuan Kartu Masalah terhadap Kemampuan Pemecahan Masalah Siswa. Unnes Journal of Mathematics Education, 2(3).
Riccomini, P. J., Hwang, J., & Morano, S. (2016). Developing Mathematical Problem Solving through Strategic Instruction: Much More Than a Keyword. In Instructional Practices with and without Empirical Validity (pp. 39-60). Emerald Group Publishing Limited.
Savitri, S. N., Rochmad, R., & Agoestanto, A. (2013). Keefektifan Pembelajaran Matematika Mengacu Pada Missouri Mathematics Project Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 2(3).
Spronken-Smith, R., & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138-153.
Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2015). Metode Penelitian Kombinasi (Mixed Methods). Bandung:Alfabeta.
Tricomi, E., & DePasque, S. (2016). The role of feedback in learning and motivation. In Recent developments in neuroscience research on human motivation (pp. 175-202). Emerald Group Publishing Limited.