Defragmenting Student’s Thinking Structures in Solving Mathematical Problems on PISA Model

Authors

  • M. Gunawan Supiarmo UIN Maulana Malik Ibrahim Malang

DOI:

https://doi.org/10.22460/jiml.v4i4.p167-177

Keywords:

Defragmenting, Problem Solving, Thinking Structure

Abstract

Problem solving is defined as a series of activities that allow students to find solutions to problems. Students' thinking processes occur when processing data or information to solve problems. One way to help students maximize the thinking skills is to make their experience when solving problems with PISA model. But in reality, Students made many mistakes and have difficulty understanding the problem, making a settlement plan, lack knowledge of the prerequisite material, and have not been able to describe the reasons in detail regarding the solutions found. One of the possible solutions to improve and complete the structure of students' thinking in solving mathematical problems on the PISA model HOTS questions is defragmenting. This study aims to describe the changes of students' thinkingstructure in solving mathematical problems through defragmenting. This type of research is descriptive research with a qualitative approach. The research data consisted of students' answers, the results of thinking aloud, and the results of semi-structured interviews. The results showed that students experienced assimilation at the stage of understanding the problem, while at the stage of formulating strategies, implementing plans, and re-examining students' thinking processes, they experienced accommodation. This is because students need defragmenting to connect mathematical concepts to solve problems, correct errors, and complete incomplete problem solving steps.

References

Bahrudin, M. A., Indrawatiningsih, N., & Nazihah, Z. (2019). Defragmenting Struktur Berpikir Siswa SMP Dalam Menyelesaikan Masalah Bangun Datar. IndoMath: Indonesia Mathematics Education, 2(2), 127. https://doi.org/10.30738/indomath.v2i2.4701

Bormanaki, H. B. (2017). The Role of Equilibration in Piaget’s Theory of Cognitive Development and Its Implication for Receptive Skills: A Theoretical Study. 8(5), 996–1005.

Demirel, M., Derman, I., & Karagedik, E. (2015). A Study on the Relationship between Reflective Thinking Skills towards Problem Solving and Attitudes towards Mathematics. Procedia - Social and Behavioral Sciences, 197(February), 2086–2096. https://doi.org/10.1016/j.sbspro.2015.07.326

Dorko, A. (2019). Generalization, Assimilation, and Accommodation. 28(2), 33–51.

Gog, T. Van, Hoogerheide, V., & Harsel, M. Van. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks.

Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking. (5th ed.). Psychology Press.

Hamdani, D., Subarinah, S., & Triutami, T. W. (2021). Construction Scheme of Proof Based on Assimilation and Accommodation Processes: Theorem of Number Theory. https://doi.org/10.1088/1742-6596/1776/1/012004

Haseski, H. I., Ilic, U., & Tugtekin, U. (2018). Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends. In International Education Studies (Vol. 11, Issue 4, p. 29). https://doi.org/10.5539/ies.v11n4p29

King, B. (2019). Using Teaching Through Problem Solving to Transform In-Service Teachers’ Thinking about Instruction. MERGA, 1(April), 169–189.

Kumalasari, F., Nusantara, T., & Sa’dijah, C. (2016). Defragmenting struktur berpikir siswa dalam menyelesaikan masalah pertidaksamaan eksponen. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(2), 246–255.

M. Gunawan Supiarmo, Turmudi, E. S. (2021). Proses Berpikir Komputasional Siswa dalam Menyelesaikan Soal Pisa Konten Change and Relationship Berdasarkan Self-Regulated Learning. Jurnal N, 8(1), 58–72.

Mathew, R., Malik, S. I., & Tawafak, R. M. (2019). Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course. 18(2), 359–373. https://doi.org/10.15388/infedu.2019.17

Muhtadin, A. (2020). Defragmenting Struktur Berpikir Melalui Refleksi untuk Memperbaiki Kesalahan Siswa Menyelesaikan Soal Cerita. Jurnal Primatika, 9, 25–34.

OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. German: OECD Publishing.

OECD. (2014). PISA 2012 Results in Focus: What 15 Year Olds Know and Qhat They Can Do with What They Know. German: OECD Publishing.

Pendidikan Matematika Realistik Indonesia (PMRI). (2011). Kontes Literasi Matematika (KLM). 1–26.

Piaget, J. (1959). The Origins of Intelligence In Children.

Siti Rochana, U. M. (2018). Proses Berpikir Mahasiswa dalam Menyelesaikan Soal Kalkulus. 6(2).

Subanji. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika.

Supiarmo, M. G. (2021). Transformasi Proses Berpikir Komputasional Siswa Sekolah Menengah Atas pada Pemecahan Masalah Matematika Melalui Refleksi. UIN Maulana Malik Ibrahim Malang.

Tambunan, H. (2019). The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2), 293–302.

Taufiq hidayanto, S. F. hidayanto. (2017). Deskripsi Kesalahan Struktur Berpikir Siswa SMP dalam Menyelesaikan Masalah Geometri Serta Defragmentingnya: Suatu Studi Kasus. 1(April), 72–81.

Tippmann, E., Scott, P. S., & Parker, A. (2017). Boundary Capabilities in MNCs : Knowledge Transformation for Creative Solution Development. Journal of Management Studies, June. https://doi.org/10.1111/joms.12253

Downloads

Published

2022-01-07

Issue

Vol. 4 No. 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021

Section

Articles

License

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.