Habits of Mind Strategies for Enhancing Students’ Math Problem Solving Skills

Authors

  • Mhmd Habibi Institut Agama Islam Negeri Kerinci, Jambi, Indonesia JANUR Institute Indonesia http://orcid.org/0000-0003-1012-2186
  • Dwi Lasia Institut Agama Islam Negeri Kerinci, Jambi, Indonesia
  • Mesi Oktafia Institut Agama Islam Negeri Kerinci, Jambi, Indonesia
  • Muhammad Ilham Universitas Gadjah Mada JANUR Institute Indonesia

DOI:

https://doi.org/10.31764/jtam.v4i2.2590

Keywords:

Habits of mind strategies, Mathematics teaching and learning, Problem solving

Abstract

The objective of this research is to know the differences in mathematical problem solving skills between using mathematical habits of mind strategy with conventional learning. Methods that is used is quasi-experimental, with non-equivalent control group design.  The subject of this study was a 7th grade junior high school student with 56 number of people which were 12th-13th years old. with sampling techniques i.e. purposive sampling. Instruments that is used in this research is description test which was arranged based on mathematical problem solving skills material. Data analysis technique is with N-Gain T-test. The result show that the significant N-Gain score obtained is 0.008. The N-Gain score is smaller tha (α = 0.05), which means that there is a significant difference in the increase in mathematical problem solving abilities toward participant student who use mathematical habits of mind strategies with those using conventional learning. statistically proven habits of mind strategy that influences problem solving can be one of the practitioners' choices in teaching mathematics in basic education.

References

Booker, G., & Windsor, W. (2010). Developing Algebraic Thinking: Using Problem-Solving to Build from Number and Geometry in The Primary School to The Ideas that Underpin Algebra in High School and Beyond. Procedia - Social and Behavioral Sciences, 8, 411–419. https://doi.org/10.1016/j.sbspro.2010.12.057

Cuoco, A., Paul Goldenberg, E., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. Journal of Mathematical Behavior. https://doi.org/10.1016/S0732-3123(96)90023-1

Delyana, H. (2015). Peningkatan Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII Melalui Penerapan Pendekatan Open Ended. Lemma.

ÄuriÅ¡ić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137–153.

Flavell, J. (1979). Theories of Learning in Educational Psychology. American Psychologist.

Habibi, Mhmd. (2014). Pengembangan Modul Pecahan Berbasis Konstruktivisme Dengan Sisipan Karikatur Untuk Kelas IV Sekolah Dasar. Proseding Seminar Nasional Pendidikan Matematika., 27–48. Bandung: UNINUS.

Habibi, M., Darhim, & Turmudi. (2018). Self-Determination in Mathematics Learning Process by Using Generative Multi - Representation Learning (GMRL) Model. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012155

Habibi, M., Darhim, D., & Turmudi, T. (2019). Pengembangan Bahan Ajar dan LKS Berbasis Generative Multi-Representation Learning (GMRL) untuk Peningkatan Kemampuan Berpikir Aljabar. Jurnal Cendekia : Jurnal Pendidikan Matematika. https://doi.org/10.31004/cendekia.v3i2.115

Jacobbe, T., & Millman, R. S. (2009). Mathematical Habits of the Mind for Preservice Teachers. School Science and Mathematics. https://doi.org/10.1111/j.1949-8594.2009.tb18094.x

Masni, E. D. (2017). Asosiasi Kemampuan Pemecahan Masalah Dan Mathematical Habits of Mind Siswa Smp. Jurnal Penelitian Pendidikan INSANI, 20(2013), 38–44.

Mielicki, M. K., & Wiley, J. (2016). Alternative representations for algebraic problem solving: When are graphs better than equations? Journal of Problem Solving, 9(1). https://doi.org/10.7771/1932-6246.1181

Mussardo, G. (2019). mathematical habits of mind. Statistical Field Theor, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004

Pajares, F., & Miller, M. D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193

Polya, G. (1945). Polya ’ s Problem Solving Techniques. In How To Solve It.

Randi, P., Ahmad, F., & Mhmd, H. (2019). The Impact of Cognitive Conflict Based Learning Tools on Students Mathematical Problem Solving Ability. International Journal of Educational Dynamics, 1(2), 209–218. https://doi.org/doi.org/10.24036/ijeds.v2i1.247

Rott, B. (2020). Problem solving in mathematics education. Research in Mathematics Education, 1–4. https://doi.org/10.1080/14794802.2020.1731577

Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM - International Journal on Mathematics Education, 42(2), 149–161. https://doi.org/10.1007/s11858-010-0240-2

Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM - International Journal on Mathematics Education, 29, 75–80. https://doi.org/10.1007/s11858-997-0003-x

Tiara, Nofrianti, L., Habibi, M., Musdizal, Putra, A., Angela, L., … Lardiman. (2020). Utilization of environment as a learning media or natural science study in junior high schools. International Journal of Scientific and Technology Research, 9(2).

Zakaria. (2010). The Effects of Cooperative Learning on Students’ Mathematics Achievement and Attitude towards Mathematics. Journal of Social Sciences, 6(2), 272–275. https://doi.org/10.3844/jssp.2010.272.275

Downloads

Published

2020-10-03

Issue

Vol. 4 No. 2 (2020): October

Section

Articles

License

Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive 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 (See The Effect of Open Access).