ANALYSIS OF HIGH SCHOOL STUDENTS LOGICAL-MATHEMATICAL THINKING ABILITY BASED ON THE POLYA STAGE SOLVING IN TERMS OF MATHEMATICAL SELF-CONCEPT ABILITY

Rika Mulyati Mustika Sari, N. Priatna, D. Juandi
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引用次数: 2

Abstract

This research is based on the importance of logical-mathematical thinking skills in solving logical-mathematical problems. The research purpose is to describe high school students' logical thinking abilities on geometric transformation material in terms of mathematical self-concepts. The research used a qualitative approach, with the research subject as many as six students of 12th grades science class from one of Bandung Regency high schools selected by sampling technique. Students' logical thinking ability is known from the test scores in solving compiled problems. The score refers to logical-mathematical thinking ability indicators, and the problem-solving technique refers to the Polya stages. Data analysis techniques used are data reduction, data presentation, descriptive statistical calculations, and conclusions/verification. The results showed that the overall students’ logical-mathematical thinking ability in the geometry transformation material is in the medium category. In the self-concept category, subjects with high self-concept can fulfil logical thinking questions based on Polya stages. As for subjects with moderate self-concept, the students can only fulfil several indicators of logical-mathematical thinking skills with problem-solving techniques. The result is still not perfect refer to the Polya stage. As for the subject with low self-concept, almost all Polya stages are not fulfiled. The students in the low self-concept category answered the questions incompletely. They had difficulty understanding the problem and planning a solution so that their answers did not match the questions.
从数学自我概念能力的角度分析基于多阶段解的高中生逻辑数学思维能力
本研究基于逻辑数学思维能力在解决逻辑数学问题中的重要性。本研究的目的是用数学自我概念描述高中生对几何变换材料的逻辑思维能力。本研究采用质性研究方法,选取万隆县一所高中12年级科学班的6名学生为研究对象,采用抽样方法进行研究。学生的逻辑思维能力可以从解决汇编题的测试成绩中得知。分数指的是逻辑数学思维能力指标,解决问题的技巧指的是Polya阶段。使用的数据分析技术包括数据简化、数据呈现、描述性统计计算和结论/验证。结果表明,学生在几何变换材料中的逻辑数学思维能力总体处于中等水平。在自我概念范畴中,自我概念高的被试能够完成基于Polya阶段的逻辑思维题。对于自我概念中等的被试,学生只能通过解决问题的技巧来完成逻辑数学思维技能的几个指标。参考Polya阶段,结果仍然不完美。对于自我概念低的主体,几乎所有的Polya阶段都没有得到满足。低自我概念组学生回答问题不完整。他们很难理解问题并计划解决方案,因此他们的答案与问题不符。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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