Priyo Utomo, Dwi and Drs, and Pd, M
(1999)
*IMPLEMENTASI PENDEKATAN PEMECAHAN MASALAH PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR KOTAMADYA MALANG.*

## Abstract

The notion of mathematical researchers becomes the background of this study. The asserts that problem-solving activity is the most strategic mathematics learning. This is so because the activity is close to the the real learners' daily activities. The belief above, in fact, encounters several constrains on the process of mathematic learning, especially at Elementary School. The first constrain deals with curriculum requirement which leads the teachers to keep up with the material as the target. The second constrain is the mathematics text books which tend to be mechanical. Besides, the teachers' discouragement to have self-initiate becomes the other constrain. The teachers are not so brave enough to have self-selected materials to teach. They give less problem-solving activities which are out of their routine. Based on the facts as mentioned above, the researcher tries to see : 1) How is the Elementary School students' skill in selecting and employing the mathematical problem-solving strategy, and 2) what are the difficulties faced by the Elementary School students in solving mathematical problems (narrative problem). Then, to achieve the purposes of the study, a descriptive-qualitative method was employed. The respondents of this research were the six-year students at Elementary School in sub-district Lowokwaru, Malang. Meanwhile, the instrument used was a set of essay mathematics tests, consisting of 10 items. Finally, based on the result of analysis, it can be concluded that :1. The explanation of the answers on the narrative problems faced by the students shows different manners/style. The manners vary in term of the selected problem-solving strategy, the way how to answer a problem, problem perception, and of the failure.a. In term of the way how to answer approblem, the students follow different styles. In one group, the students try to paraphrase as clearly as possible, provide any necessary explanation in a careful order or sequence. The second group of students tend to have summaries with mathematical symbols and to minimize non-mathematical explanation on their answers. Meanwhile, the third group of students try to ignore or eliminate the steps (sequence) to answer a problem so that they seem to come directly to the point.b. The students' perception toward a problem varies. Firstly, the students' approach to comprehending the problem is using a picture and comleting the picture with the explanation. Based on the picture, the students begin to do the calculation in order to finish answering a problem. Secondly, the students just restate the available information and try to classify the informastion if the information is complex. Then, based on the information, the sstudents complete or finish a problem.c. The students' style in comleting a complex problem also varies. The first group of students complete sub-problems earlier. Then, they rearrange the answers of the sub-problems to finish the overall or the main problems. The other group of the students tend to unify all the components of the sub-problem in one complete and direct mathematical statement. In short, the first group follows partial reasoning, while the second group cares for contextual reasoning.2. Failures which are mostly done by the students in answering a narrative-mathematical problem are as follows :a. Misconception. This is due to the students' imprudence in comprehending a problem.b. The inclusion of a unit of measurement in completing a mathematical model.c. The "embodying" step to come to the solution of a mathematical model is not successfully done by the students d. The contextual approach is less employed, but partial approach.e. Information assortment is not done, so that unnecessary information is used to complete a problem.

Item Type: | Article |
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Subjects: | Collections > Koleksi Perpustakaan Di Indonesia > Perpustakaan Di Indonesia > JIPTUMM > Research Report > Education > Mathematics |

Divisions: | Universitas Komputer Indonesia > Perpustakaan UNIKOM |

Depositing User: | M.Kom Taryana Suryana |

Date Deposited: | 16 Nov 2016 07:35 |

Last Modified: | 16 Nov 2016 07:35 |

URI: | http://kepo.unikom.ac.id/id/eprint/977 |

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