Elementary School Students' Strategies in Solving Area Measurement Problems
Strategi Siswa Sekolah Dasar dalam Menyelesaikan Masalah Pengukuran Luas Daerah
DOI:
https://doi.org/10.21070/ups.2825Keywords:
Mathematical Problem Solving, real world problem context, Strategy, Area Measurement, Real World Problem ContextAbstract
This study aims to identify the strategies used by elementary school students in solving area measurement problems. The research method used was descriptive qualitative approach. The data collection techniques used in this research are assignment, interview, observation, and documentation. The data presentation techniques used were data reduction, data presentation, and conclusion drawing/verification. The research subjects used were students in grades III, IV, V, and VI of Sawotratap 1 State Elementary School. In this study found that there were 6 strategies used by students in solving area measurement problems. The strategy of calculating units is the most widely used strategy by elementary school students. In solving area measurement problems, it is influenced by students' experience in obtaining area measurement material. The results of this study suggest that students prioritize strategies in problem solving. If the strategy used by students is correct then the conclusion obtained will be correct.
Downloads
References
A. R. and G. H. Wheatley, “Elementary Students’ Construction and Coordination of Units in an Area Setting,” vol. 27, no. 5, pp. 564–581, 1996.
A. L. Cullen and J. E. Barrett, “Area measurement: structuring with nonsquare units,” Math. Think. Learn., vol. 22, no. 2, pp. 85–115, Apr. 2020, doi: 10.1080/10986065.2019.1608619.
R. A. Funny, “Student’s Initial Understanding of the Concept of Conservation of Area,” 2014.
A. Yuza, “Pembelajaran Luas Daerah Bangun Datar di Sekolah Dasar,” MENARA Ilmu, vol. XII, no. 7, pp. 1–6, 2018.
A. H. Wahid and R. A. Karimah, “Integrasi High Order Thinking Skill (HOTS) dengan Model Creative Problem Solving,” Model. J. Progr. Stud. PGMI, vol. 5, no. 1, pp. 82–98, 2018, [Online]. Available: http://jurnal.stitnualhikmah.ac.id/index.php/modeling/article/view/161
E. Mulyani, “Desain Didaktis Konsep Luas Daerah Trapesium Pada Pembelajaran Matematika Sekolah Menengah Pertama,” SJME (Supremum J. Math. Educ., vol. 1, no. 2, pp. 79–87, 2017, doi: 10.35706/sjme.v1i2.752.
Z. Zeybek and D. I. C. Francis, “Let’s Cut the Cake,” Teach. Child. Math., vol. 23, no. 9, pp. 542–548, Apr. 2017, doi: 10.5951/teacchilmath.23.9.0542.
Y. Anggraena, “Pengembangan Kurikulum Matematika Untuk Meningkatkan Kemampuan Siswa Dalam Penalaran Dan Pemecahan Masalah,” Alifmatika J. Pendidik. dan Pembelajaran Mat., vol. 1, no. 1, pp. 15–27, 2019, doi: 10.35316/alifmatika.2019.v1i1.15-27.
M. Y. Lee and J. E. Lee, “Spotlight on Area Models: Pre-service Teachers’ Ability to Link Fractions and Geometric Measurement,” Int. J. Sci. Math. Educ., vol. 19, no. 5, pp. 1079–1102, Jun. 2021, doi: 10.1007/s10763-020-10098-2.
R. Sutarto Hadi, “Metode Pemecahan Masalah Menurut Polya Untuk Mengembangkan Kemampuan Siswa Dalam Pemecahan Masalah Matematis Di Sekolah Menengah Pertama,” vol. 2, pp. 53–61, 2014.
C. Darr and J. Fisher, “Self-regulated learning in mathematics classes,” no. 2000, pp. 44–49, 2005.
Ramadhan Almadani and , Dede Indra Setiabudi, “Pengembangan Kognitif Pada Siswa Sekolah Dasar Dengan Literatur Harian,” J. Ris. Sos. humaniora, dan Pendidik., vol. 1, no. 1, pp. 34–42, 2022, doi: 10.56444/soshumdik.v1i1.72.
J. Boaler, What’s Math Got to Do with It? Helping Children Learn to Love Their Least Favorite Subject. New York: Penguin, 2008.
E. E. Napitupulu, “Mengembangkan Strategi dan Kemampuan Siswa Memecahkan Masalah Matematik,” Pythagoras J. Pendidik. Mat., vol. 4, no. 2, pp. 26–36, 2008.
T. Sumartini, “Kemampuan Pemecahan Masalah Matematis Siswa Melalui Pembelajaran Berbasis Pbl,” J. Pendidik. Mat. STKIP Garut, vol. 5, no. 2, 2016, doi: 10.58258/jupe.v7i2.3555.
R. E. Mayer, “Different problem-solving strategies for algebra word and equation problems.,” J. Exp. Psychol. Learn. Mem. Cogn., vol. 8, no. 5, pp. 448–462, 1982, doi: 10.1037//0278-7393.8.5.448.
M. F. Amir, “Pengaruh Pembelajaran Konsektual terhadap Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar,” Pros. Semin. Nas. Pendidik. Tema “Peningkatan Kualitas Peserta didik Melalui Implementasi Pembelajaran Abad 21", no. 2011, pp. 34–42, 2015.
D. W. Suci and T. Taufina, “Peningkatan Pembelajaran Matematika Melalui Strategi Berbasis Masalah di Sekolah Dasar,” J. Basicedu, vol. 4, no. 2, pp. 505–512, 2020, doi: 10.31004/basicedu.v4i2.371.
D. Rostika and H. Junita, “Peningkatan Kemampuan Pemecahan Masalah Siswa Sd Dalam Pembelajaran Matematika Dengan Model Diskursus Multy Representation (Dmr),” EduHumaniora | J. Pendidik. Dasar Kampus Cibiru, vol. 9, no. 1, p. 35, 2017, doi: 10.17509/eh.v9i1.6176.
H. E. Huang and K. G. Witz, “Children ’ s Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems,” vol. 2, no. 1, pp. 10–26, 2013, doi: 10.5430/jct.v2n1p10.
C. Kamii and J. Kysh, “The difficulty of ‘length × width’: Is a square the unit of measurement?,” J. Math. Behav., vol. 25, no. 2, pp. 105–115, 2006, doi: 10.1016/j.jmathb.2006.02.001.
M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative data analysis : a methods sourcebook. 2014.
M. H. Wickstrom, E. W. Fulton, and M. A. Carlson, “Pre-service elementary teachers’ strategies for tiling and relating area units,” J. Math. Behav., vol. 48, pp. 112–136, Dec. 2017, doi: 10.1016/j.jmathb.2017.05.004.
Pujiati and S. TG, Pembelajaran Pengukuran Luas Bangun Datar Dan Volum Bangun Ruang. 2009.
G. H. . W. and A. Reynolds, “The Construction of Abstract Units in Geometric and Numeric Settings,” Educ. Stud. Math., vol. 30, no. 1, pp. 67–83, 1996.
Downloads
Additional Files
Posted
License
Copyright (c) 2023 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
