Show simple item record

dc.contributor.authorWijaya, Ariyadi
dc.date.accessioned2015-05-02T04:08:09Z
dc.date.available2015-05-02T04:08:09Z
dc.date.issued2015-03-07
dc.identifier.citation[1] Blum, W., & Leiss, D. (2007). How do students and teachers deal with mathematical modelling problems? The example “Sugarloaf”. In Haines, C., Galbraith, P., Blum, W., & Khan, S., Mathematical modelling (ICTMA 12): Education, engineering and economics (pp. 222-231). Chichester: Horwood Publishing. [2] Borasi, R. (1987). Exploring mathematics through the analysis of errors. For the Learning of Mathematics, 7(3), 2–8. [3] Clements, M. A. (1980). Analyzing children’s errors on written mathematical task. Educational Studies in Mathematics, 11(1), 1-21. [4] Cooper, B., & Dunne, M. (2000). Assessing children’s mathematical knowledge: Social class, sex and problem-solving. Buckingham: Open University Press. [5] Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405-438. [6] De Lange, J. (2003). Mathematics for literacy. In B. L. Madison & L. A. Steen (Eds.), Quantitative literacy: Why numeracy matters for schools and colleges (pp. 75-89). Princeton, NJ: National Council on Education and Disciplines [7] Eurydice. (2011). Mathematics education in Europe: Common challenges and national policies. Brussels: Education, Audiovisual and Culture Executive Agency. [8] Greer, B. (1997). Modelling Reality in Mathematics Classrooms: The Case of Word Problems. Learning and Instruction, 7(4), 293-307. [9] Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGraw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 1–16). New York: Springer. [10] Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174 [11] Maass, K. (2007). Modelling tasks for low achieving students – first results of an empirical study. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education CERME 5 (pp. 2120-2129). Larnaca, Cyprus [12] NCTM. (2000). Principles and standard for school mathematics. Reston: Author [13] Newman, M. A. (1977). An analysis of sixth-grade pupils’ errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43. [14] OECD. (2003). The PISA 2003 assessment framework - Mathematics, reading, science, and problem solving knowledge and skills. Paris: OECD [15] OECD. (2013). PISA 2012 Results: What students know and can do. Student performance in mathematics, reading and science. Paris: Author. [16] Palm, T. (2008). Impact of authenticity on sense making in word problem solving. Educational Studies in Mathematics, 67(1), 37–58. [17] Partnership for 21st Century Skills. (2002). Learning for the 21st century. A report and mile guide for 21st century skills. Tucson, AZ: Author [18] Strauss, A. & Corbin, J. (1994). Grounded Theory methodology: An overview. In N. K. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika UMS 2015 468 Denzin, and Y.S. Lincoln, (Eds): Handbook of Qualitative Research(pp. 1-18). London: Sage Publications. [19] Verschaffel, L., Dooren, W. V., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising word problems as exercises in mathematical modelling. Journal für Mathematik-Didaktik, 31(1), 9-29 [20] Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555-584.in_ID
dc.identifier.isbn978.602.361.002.0
dc.identifier.urihttp://hdl.handle.net/11617/5825
dc.description.abstractTujuan penelitian ini adalah untuk mengidentifikasi kesulitan siswa dalam mengerjakan soal berbasis konteks (context-based tasks). Penelitian dilaksanakan di sembilan SMP di Provinsi Daerah Istimewa Yogyakarta dimana sebanyak 544 siswa berpartisipasi dalam CoMTI tes. Soal yang digunakan untuk CoMTI tes diambil dari soal Programme for International Student Asssessment (PISA). Jenis penelitian adalah kualitatif, yaitu dengan menggunakan analisis kesalahan (error analysis). Secara umum ditemukan empat kategori kesalahan siswa, yaitu kesalahan pemahaman (comprehension error), kesalahan transformasi (transformation error), kesalahan matematis (mathematical processing error), dan kesalahan tafsir (encoding error). Artikel ini fokus pada kesalahan pemahaman, khususnya kesalahan siswa dalam memilah data. Hasil penelitian menunjukkan bahwa siswa cenderung: (1) menggunakan semua data yang tersedia di soal tanpa melinat relevansinya dengan pertanyaan, (2) mengalami kesulitan dalam menghubungkan data lintas representasi atau sumber, dan (3) mengalami kesulitan untuk estimasi data yang tidak tersedia di soal. Hasil tersebut menunjukkan bahwa kemampuan siswa dalam memilah data perlu ditingkatkan.in_ID
dc.language.isoidin_ID
dc.publisherUniversitas Muhammadiyah Surakartain_ID
dc.subjectkesalahan siswain_ID
dc.subjectPISAin_ID
dc.subjectsoal berbasis konteksin_ID
dc.titleKesalahan Siswa dalam Memilah Data Relevan pada Soal Matematika Berbasis Konteksin_ID
dc.typeArticlein_ID


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record