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2017 International Conference on Education and Science (ICONS 2017)
MATHEMATICAL PROBLEM SOLVING SKILLS IN TWO VARIABLE SYSTEM OF
LINEAR EQUATIONS
Tio Akma1
1Masters in Mathematics Education Campus 2 PPs UAD Unit B Jl. Pramuka No. 42 Yogyakarta,
tioakmalionel@yahoo.com
Key Words: ABSTRACT
Learning Problem-solving ability is a major component in mathematics
Mathematics education. This capability is needed to solve problems related to
Mathematical everyday life. Problem solving skills include the ability to
Problem Solving understand the problem, devised a mathematical model, complete
model, and interpret the obtained solution. The purpose of this study
is to identify students' mathematical problem solving ability. This
research uses descriptive research. The subjects were students of
class VIII SMPN 1 Payung. Data collection techniques using test
and non-test techniques. Data collection instruments used question
items, interview with teachers and guidance interviews with
students. Data analysis using quantitative descriptive. The results
showed that the level of problem-solving ability is low. The factors
that affect the ability of solving problems is the lack of
understanding the problem, the lack of problem-solving strategies
and lack of exercise to solve the problem. For that we need to do
further research by applying the learning model that could enhance
the problem solving.
INTRODUCTION on a plan. A recommended strategy to use to
According to the National Council of solve the problem. In the third phase,
Teachers of Mathematics in (Gunbas 2015), students apply the chosen strategy and try to
Problem-solving as essential of mathematics solve the problem, so they can arrive at the
and stressed that from Class VI to VIII, correct answer. In the fourth and final step,
mathematical knowledge can be built students look back in the solution and
through problem solving and instructional answer to ensure that its work properly and
program. Problem solving is a major questions actually answered correctly
component in mathematics education (Posamentier and Krulik, 2009).
(Voskoglou 2012). Problem solving is the process of
Polya discusses the use of applying the previously obtained knowledge
"heuristics" as a plan to solve the problem. into new situations that have not been
Heuristics is a problem-solving process of known. On the Regulation of the Director
trying various approaches to find a solution General of Primary and Secondary
to a problem. Heuristic models contain four Education Ministry of National Education
steps. Students must read the problem and No. 506 / C / Kep / PP / 2004 on 11
think about it. Students must carefully November 2004 on the report card has been
identify what information is given and what described that the indicators of students have
is to be found. Information overload is the ability in problem solving is able to
eliminated. Furthermore, the students decide demonstrate understanding of the problem,
951
2017 International Conference on Education and Science (ICONS 2017)
organize data and choose the relevant understand the problems that it faces. Or
information in problem solving, presenting a maybe when a problem is given to the child
problem mathematically in various forms, and the child immediately to resolve the issue
choosing approaches and methods properly, but the problem can not be said to be
appropriate problem solving, develop a problem. To be able to understand a problem
problem-solving strategies, create and that must be done is to understand the
interpret a mathematical model of a problem language or terms used in the problem,
and solve problems that are not routine formulate what is known, what is being asked,
(Wardani 2008). (Fajariyah, Sukestiyarno, whether the information obtained sufficient,
and Junaedi 2012) suggests that the crucial conditions / terms of what should be met, state
problem-solving abilities of a person or write down the problems in the form of the
because most people's lives will be faced more operational, making it easier to solve.
with a problem-an issue that needs to look Ability to solve a problem can be obtained by
for the solution. routinely solve problems. Based on the results
Currently, the focus of mathematics of many studies, routine child in problem-
education to ensure that students can apply solving exercises would have a problem-
the knowledge and skills they learn to solving test scores higher than children who
everyday life, students are expected to rarely practice working on the problems
develop their problem solving skills to face solving. In addition, interest in facing the
the challenges by adopting a variety of challenges and the willingness to solve the
perspectives (Tai and Lin, 2015), problem is the main asset in solving problems.
Based on the above results the very 2. Planning Solution
important problem-solving skills in Choosing the appropriate
mathematics. Problem-solving skills are troubleshooting plan depends on how often
included in one of the 21st century skills but pengelaman we resolve the problem before.
to improve the students problem-solving The more we work on problem-solving
skills required identification of the causal exercises, the pattern of problem solving that
factors of mathematical problem solving will be more easily obtained. To plan for
ability. This study aims to identify factors of problem solving we can look for possibilities
students' mathematical problem solving that may occur or recall issues you've solved
ability. that have similar properties / pattern with the
problem to be solved. Then it establish
Literature review procedures completion.
Problem Solving is the process of 3. Implement Plan
applying the previously obtained knowledge This step is easier than solving plan,
into new situations that have not been known. which must be done is run a strategy that has
Learn the importance of problem solving in been made with diligence and thoroughness to
mathematics, strategies to solve problems in get a settlement.
mathematics in certain situations can be 4. Looking Back
transferred or applied to other situations Activities in this step is analyzing and
outside of mathematics, for example, evaluating whether the strategy adopted and
problems in daily life, Steps to resolve the the results obtained are correct, whether there
problem by (Polya 1973) which is as follows: are other more effective strategies, whether
1. Understanding the Problem the strategy developed can be used to solve
Students often failed to solve the similar problems, or whether the strategy can
problem because they simply do not be made generalizations. It aims to establish
952
2017 International Conference on Education and Science (ICONS 2017)
confidence and strengthen the experience to 2. Students are able to
try out new problems to come. write down the
Table I conclusions on the
Indicators in the Problem Solving outcome of
Polya(Manah, Isnarto, and Wijayanti 2017) settlement.
N Phase
o. Problem Indicator RESEARCH METHODS
Solving This study is quantitative descriptive
1 Understandi 1. Students are able to research. His research is a class VIII student at
ng the write what is known SMPN 1 Payung. Data collection techniques
problem and what is asked in this study used tests and interviews. The
2. Students are able to first tests problem solving, problem solving
explain the problems test is given to the subject of research in the
that exist in the form of a written test. Problem solving tests
problem in their own used to collect research data on students'
words ability to solve problems on the material
2 Planning for 1. Students are able to system of linear equations in two variables.
problem write an appropriate Then the interview was conducted to look at
solving example of the the factors problem solving.
information known to
the matter
2. Students are able to FINDINGS AND DISCUSSION
write a formula that fit The results showed that each student
between the known has a high ability to understand the problem,
and are asked to solve namely 85%, 61% planning problems, most
problems students have not been able to complete the
3 Carry out 1. Students are capable next stage of a given problem. It can be seen
problem of substituting the from the percentage of student scores in
solving correct information solving problems in the low category,
into a predetermined amounting to 30%. Last percentage is the
formula ability of students to check back at 14%
2. Students are able to included in the category of very low. This is
perform the because the average student only to the stage
calculations necessary of completion of the plan or the student has
to support answers reached the stage of completion of the
questions correctly problem is not yet completed. After that, the
3. Students are able to calculated score of each student to then be
write coherently qualified to each levels, namely, high,
measure and correct medium, low and very low.
completion
4 Looking 1. Students are able to From the test results in the problem-
back write his own way of solving ability SPLDV material it can be
checking back in the concluded that 15% of students have
work using a known problem-solving skills in a high
element in the qualification. Students who have a moderate
problem problem-solving ability by 30%. The
953
2017 International Conference on Education and Science (ICONS 2017)
remaining 55% had low problem-solving b. Students are less familiar to the
ability. From the above results it can be formula that will be used in solving
concluded that the problem solving class problems.
VIII SMP Negeri 1 Payung in the low c. Students do not have any idea /
category, since over 50% of students whose strategy in solving problems so that
value is still low. students simply write what is known
In addition, based on the description and what is being asked.
and interview some of the students who d. Students rarely work on
have been selected can be summed factors mathematical problem-solving
that affect the level of problem-solving exercises
ability is as follows.
1. Students are less careful in
understanding the problem at issue given Suggestion
the resulting stage - the next step is Based on the research results and the
compiling the settlement plan, solve conclusion, researchers gave some
problems, and checked back less precise. suggestions as follows.
2. Students are less familiar to the formula 1. For students, we encourage students
that will be used in solving problems. improve their problem solving
3. Students do not have any idea / strategy capabilities by training themselves do
in problem solving so that students matter - a matter of problem solving
simply write what is known and what is abilities.
being asked. 2. For the teacher, the teacher should apply
4. Students rarely work on mathematical the learning that can improve the ability of
problem-solving exercises mathematical problem solving, especially
on questions - questions that require
CONCLUSION AND SUGGESTION deeper understanding.
Conclusion
Based on the results of research and REFERENCES
discussion that has been described, it can be
concluded as follows. Fajariyah, N I, Y L Sukestiyarno, and I
1. Problem solving ability of class VIII Junaedi. 2012. “KEEFEKTIFAN
SMPN 1 Payung on SPLDV material IMPLEMENTASI MODEL
included in the low category. It can be PEMBELAJARAN PROBLEM
seen from the number of students who POSING DAN CREATIVE
have problem solving skills in the low PROBLEM SOLVING TERHADAP
category of more than 50%. KEMAMPUAN PEMECAHAN
2. factors that affect the level of problem- MASALAH PESERTA DIDIK DI
solving ability is as follows. SMP N 1 TENGARAN.” Unnes
a. Students are less careful in Journal of Mathematics Education
understanding the problem at issue 1(2252): 22–28.
given the resulting stage - the next Gunbas, N. 2015. “Students’ Mathematics
step is compiling the settlement plan, Word Problem-Solving Achievement in
solve problems, and checked back a Computer-Based Story.” Journal of
less precise. Computer Assisted Learning 31: 78–95.
Manah, N K, Isnarto, and K Wijayanti.
2017. “Analysis of Mathematical
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