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Jurnal Riset Pendidikan Matematika

Document Type

Article

Abstract

This study aims to describe: 1) the types of difficulties experienced by students in solving math problems based on mathematical creative thinking ability and students' habits of mind in solving math problems based on mathematical creative thinking ability. This research includes survey research with quantitative and qualitative approaches. The research subjects were 519 students of state junior high schools and state Islamic junior high schools in Kampar Regency who came from ten schools with high, medium, and low categories of accreditation. The sample in this study was determined by the stratified proportional random sampling technique. The instrument used was a diagnostic test consisting of four math questions based on mathematical creative thinking skills and a student habits of mind questionnaire consisting of 40 statements referring to 16 habits of mind indicators. Students who get a diagnostic test score less than the Minimum Completeness Criteria (KKM) set by each school or who get the highest difficulty score are categorized as students who have difficulty solving math problems. The types of difficulties analyzed in this study refer to Newman's types of difficulties which include difficulties in understanding problems, transforming problems, mathematical processes, and difficulties in encoding. Interviews were conducted with students who had difficulty clarifying the type and location of the difficulties experienced by students. The results of the study showed that; the types of students' difficulties as a whole, 35.26% have the difficulties in understanding the problems, 53.76% in transforming problems, for 54.38% in the mathematical process, and 54.82% in determining the final answer and judging from the habits of mind, the very high category is 38.42%, the high category by 44.91%, the medium category by 50.74%, the low category by 53.06%, and the very low category by 52.45%

Issue

1

Volume

10

Digital Object Identifier (DOI)

10.21831/jrpm.v10i1.60001

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/60001

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