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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 954
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