pembahasan osk matematika sma 2019 no.10 kemampuan lanjut

Dari lima indikator tersebut terlihat bahwa menulis jawaban akhir (encoding errors) merupakan paling sering dilakukan seperti di jenjang SD sebesar 44%, SMP sebesar 56%, dan SMA sebesar 34%. Hasil analisis data menggunakan software JASP berdasarkan dari 58 data yang sesuai kriteria kelayakan diperoleh informasi bahwa siswa paling banyak melakukan kesalahan penulisan jawaban akhir (encoding errors) dengan persentase sebesar 46% (artinya: 54% sudah menjawab benar).

Penelitian ini dilakukan dengan menggunakan metode meta-analisis dengan cara menganalisis data dari penelitian-penelitian sebelumnya yang bersumber database pengindek baik nasional maupun internasional.

Pentingnya menganalisis kembali hasil-hasil penelitian yang berkaitan dengan kesalahan siswa khususnya menurut kriteria Newman menjadi dasar untuk melakukan perbaikan dalam proses pembelajaran. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.īanyaknya siswa yang mengalami kesulitan dalam menyelesaikan soal matematika pada jenjang sekolah dasar hingga sekolah menengah atas menjadi perhatian khusus dalam proses pembelajran. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. The similarity was the use of assumptions in solving the problem. They also applied multiple problem-solving strategies in working the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem.

No students evaluated their solution to the problem. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. The instruments for this descriptive research were an open-ended problem and an interview sheet. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. One of many solutions is to apply a realistic context close to students. Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems.

Pembahasan osk matematika sma 2019 no.10 kemampuan lanjut