Research Article
Analysis of the Mathematical Problem Solving Components of Hyperactive Students inLinear Equation System
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291085, author={Teguh Wibowo and Isnaeni Maryam and Irma Wati}, title={Analysis of the Mathematical Problem Solving Components of Hyperactive Students inLinear Equation System}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={hyperactivity problem-solving tvles}, doi={10.4108/eai.28-9-2019.2291085} }- Teguh Wibowo
Isnaeni Maryam
Irma Wati
Year: 2020
Analysis of the Mathematical Problem Solving Components of Hyperactive Students inLinear Equation System
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291085
Abstract
This study aims to describe the mathematical problem solving components that will emerge when hyperactive students do problem solving for the Two-Variable Linear Equation System (TVLES). This research was conducted in class VIII of SMP Negeri 2 Sruweng.This type of research is qualitative research. The technique in taking the subject uses purposive technique with as many as two selected subjects. The instrument the researcher used was in the form of a test. Data collection techniques used were tests, interviews, documentation and think aloud.The results of this study indicate that the components of mathematical problem solving that appear in hyperactive students when solving TVLES material problems are as follows: 1. Concepts; 2. Processing; 3. Skills; 4. Attitude. First, students change the information obtained so that formed understanding through non-verbal representation (written) in the form of TVLE and TVLES concepts. Second, students when processing do a series of cognitions in building interrelations between concepts to help solve problems. Third, students perform calculation skills (computing) to manage concepts in solving problems. Fourth, students have a nonchalant attitude. In general, hyperactive students do not solve problems by elimination and substitution but by trial and error.
