Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study

Authors

DOI:

https://doi.org/10.29408/jel.v9i2.13266

Keywords:

cognitive processes, numeracy, algebraic

Abstract

Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.

References

Anggraini, K. E. & Setianingsih, R. (2022). Analisis Kemampuan Numerasi Siswa SMA dalam Menyelesaikan Soal Asesmen Kompetensi Minimun (AKM). MATHedunesa, 11(3), 837-849. https://doi.org/10.26740/mathedunesa.v11n3.p837-849

Basir, M. A., Waluya, S. B., Dwijanto & Isnarto. (2022). How Students Use Cognitive Structures to Process Information in the Algebraic Reasoning. European Journal of Educational Research, 11(2), 821-836. https://doi.org/10.12973/eu-jer.11.2.821

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approahes. California: SAGE Publications.

DES. (2011). Literacy and numeracy for learning and life. Department of Education and Skills. Dublin: Whitechurch National School. http://www.education.ie/en/publications/policy-reports/lit_num_strategy_full.pdf.

Ekawati, R., Kohar, A. W., Imah, E. M., Amin, S. M., & Fiangga, S. (2019). Students’ Cognitive Processes in Solving Problem Related to the Concept of Area Conservation. Journal on Mathematics Education, 10(1), 21-36. https://doi.org/10.22342/jme.10.1.6339.21-36

Fauziyah, N., Budayasa, I. K., & Juniati, D. (2022). Cognition Processes of ASD Students: Recommendations for Mathematics Teaching and Learning Processes. International Journal of Instruction, 15(3), 805-830. https://doi.org/10.29333/iji.2022.15344a

Getenet, S. T. (2022). Teachers‘ knowledge framework for designing numeracy rich tasks across non-mathematics curriculum areas. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(3), 663-680. https://doi.org/10.46328/ijemst.2137

Hayuningrat, S., & Listiawan, T. (2018). Proses Berpikir Siswa dengan Gaya Kognitif Reflektif dalam Memecahkan Masalah Matematika Generalisasi Pola. Jurnal Elemen, 4(2), 183-196. https://doi.org/10.29408/jel.v4i2.752

Hendriana, H, Rohaeti E. E, & Sumarmo, U. (2017). Hard Skills dan Soft Skills Matematika Siswa. Bandung: Refika Aditama.

Hutajulu, M., Senjayawati, E., & Minarti, E. D. (2019). Analisis Kesalahan Siswa SMK Dalam Menyelesaikan Soal Kecakapan Matematis Pada Materi Bangun Ruang. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 365-376. https://doi.org/10.31980/mosharafa.v8i3.505

Irfan, M. (2017). Bentuk a/b: Sebagai Pecahan, Pembagian, atau Perbandingan?. Jurnal Penelitian Pendidikan dan Pengajaran Matematika (JP3M), 1(4). https://doi.org/10.37058/jp3m.v3i1.201

Isnarto, M. M. L. (2016). Analisis Kemampuan Pemecahan Masalah Ditinjau Dari Karakteristik Cara Berpikir Siswa Dalam Model Problem Based Learning. Unnes: Journal of Mathematics Education, 5(1). https://doi.org/10.15294/ujme.v5i1.9343

Kania, N. (2018). Analisis Kesalahan Mahasiswa PGSD dalam Menyelesaikan Soal Pemecahan Masalah Matematis Berdasarkan George Polya. Eduma:Mathematics Education Learning and Teaching, 7(1), 19–39. http://dx.doi.org/10.24235/eduma.v7i1.2711

Kurniadi, E., Sari, N., & Darmawijoyo. (2021). Cognitive Processes of Using Representational Form in Mathematical Modelling Based on Gender Differences. Jurnal Elemen, 7(2), 463-474. https://doi.org/10.29408/jel.v7i2.3627

Lestari, S., Waluya B., & Dewi, N. R. (2022). Kemampuan Penalaran Matematis Siswa SMK dalam Model Pembelajaran Treffinger Berbasis Filosofi Pemikiran Ki Hadjar Dewantara. Jurnal Ilmiah Pendidikan Matematika, 7(2), 113-121. https://doi.org/10.26877/jipmat.v7i2.12057

Listiawan, T., & Baskoro, W. W. (2015). Analisis Technological Content Knowledge (TCK) calon guru matematika dalam menggunakan perangkat lunak geometri dinamis. In Seminar Nasional Matematika dan Pendidikan Matematika, 827–834. http://dx.doi.org/10.13140/RG.2.1.4443.3522

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Cross-case data analysis. In Qualitative data analysis: An expanded sourcebook. California: SAGE Publications

Montague, M., Warger, C., & Morgan, T. H. (2000). Solve it! Strategy Instruction to Improve Mathematical Problem Solving. Learning Disabilities Research & Practice, 15(2), 110-116. https://doi.org/10.1207/SLDRP1502_7

Mullis, I. V. S. & Martin, M. O. (2017). TIMSS 2019 Assessment Framework. Chestnut Hill: International Association for the Evaluation of Educational Achievement (IEA).

Mulyani, A., Indah, E. K. N., & Satria, A. P. (2018). Analisis Kemampuan Pemahaman Matematis Siswa SMP pada Materi Bentuk Aljabar. Jurnal Mosharafa, 7(2), 251-261. https://doi.org/10.31980/mosharafa.v7i2.24

Organisation for Economic Co- operation and development [OECD]. (2012). Literacy, numeracy and problem solving in technology- rich environments: Framework for the OECD survey of adult skills. OECD publishing. https://www.oecd-ilibrary.org/education/literacy-numeracy-and-problem-solving-in-technology-rich-environments_9789264128859-en

Pantsar, M. (2019). Cognitive and Computational Complexity: Considerations from Mathematical Problem Solving. Erkenntnis, 961-997. https://doi.org/10.1007/s10670-019-00140-3

Sartika, G. P., & Puspitasari, N. (2013). Perbedaan Kemampuan Komunikasi Matematik siswa antara yang Mendapatkan Model Pembelajaran Student Teams Achievement Divisions dengan Model Pembelajaran guided Note Taking. Mosharafa: Jurnal Pendidikan Matematika, 2(2), 87-98

Septiahani, A., Melisari., & Zanthy, L. S. (2020). Analisis Kesalahan Siswa SMK dalam Menyelesaikan Soal Materi Barisan dan Deret. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 311-322. https://doi.org/10.31980/mosharafa.v9i2.644

Siswono, T. Y. E. (2016). Proses Berpikir Kreatif Siswa Dalam Memecahkan dan Mengajukan Masalah Matematika. Jurnal Ilmu Pendidikan, 15(1). http://dx.doi.org/10.17977/jip.v15i1.13

Sujadi, I., Budiyono, Kurniawati, I., Wulandari, A. N., Andriatna, R., & Puteri, H. A. (2022). Pengantar Kemampuan Numerasi. Yuma Pustaka: Surakarta.

Wijaya, A. & Dewayani, S. (2021). Framework Asesmen Kompetensi Minimum (AKM). Pusat Asesmen dan Pembelajaran, Badan Litbang dan Perbukuan, Kemendikbud.

Winata, A., Widiyanti, I. S. R., & Cacik, S. (2021). Analisis Kemampuan Numerasi dalam Pengembangan Soal Asesmen Kemampuan Minimal pada Siswa Kelas XI SMA untuk Menyelesaikan Permasalahan Science. Jurnal Educatio, 7(2), 498-508. https://doi.org/10.31949/educatio.v7i2.1090

Yulianingsih, A., & Dwinata, A. (2018). Analisis Kesalahan Konsep Pecahan pada Siswa Kelas VII A SMP Negeri 13 Satu Atap Tanjungpinang. Mosharafa: Jurnal Pendidikan Matematika, 7(2), 199–206. https://doi.org/10.31980/mosharafa.v7i2.22

Zebua, V., Rahmi, & Yusri, R. (2020). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Barisan dan Deret Ditinjau dari Kemampuan Pemahaman Konsep Matematis. Lemma: Letters Of Mathematics Education, 6(2), 122-133. http://dx.doi.org/10.22202/jl.2020.v6i2.4088

Downloads

Additional Files

Published

31-07-2023

How to Cite

Kinanti, M. A. H., Sujadi, I., Indriati, D., & Kuncoro, K. S. (2023). Examining students’ cognitive processes in solving algebraic numeracy problems: A Phenomenology study. Jurnal Elemen, 9(2), 494–508. https://doi.org/10.29408/jel.v9i2.13266

Issue

Vol. 9 No. 2 (2023): July

Section

Articles

License

Authors who publish with the Jurnal Elemen agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

 Creative Commons License

Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Similar Articles

1 2 3 4 > >> 

You may also start an advanced similarity search for this article.