The Difficulty of Students’ Reflective Thinking in Problems Solving of Linear Program
Notice bibliographique
Résumé
The identification in this study with the aim is to describe how difficult it is for students to think reflectively when solving math problems, especially in linear programming material. Based on the purpose of this study, the type of research is qualitative with a descriptive exploratory approach. Data collection techniques used are: (1) test instruments; (2) interview instruments, and 3) documentation. Analysis of research data namely: (1) research data reduction, (2) data exposure, (3) data triangulation, and (4) drawing conclusions. The subjects in this study were 24 high school students. Then 2 students were selected as subjects for each category (high, medium, and low). The results of the study show that students with high mathematical abilities have difficulty in reflecting, namely, 1) difficulty connecting new information with previous understanding, so they are not careful when identifying stories in the form of mathematical models, 2) difficulties in aspects of finding relationships and formulating solutions, students mistake the sign of linear inequality two variables, 3) difficulty in evaluating aspects of the completion process, students find it difficult to recall the function graph material to solve problems using the graphical method. Students with moderate mathematical abilities, namely: 1) difficulties in the aspect of connecting new knowledge with previous understanding, students need to be careful in solving contextual problems, 2) difficulties in aspects of finding relationships and formulating solutions, students have difficulty recalling function graph material, difficult to shade the area of settlement, 3) difficulties when students evaluate the completion process. Students find it difficult to prove whether the answer is correct or not by using the graphical method. Students with low mathematical ability, 1) difficulties in the aspect of connecting new knowledge with previous understanding, students find it difficult to translate story problems into mathematical models, it is difficult to recall the material of a two-variable linear inequality system, 2) difficulties in the aspect of finding relationships and formulating solutions, students have difficulty finding coordinates, drawing graphs, finding intersection points, substituting corner points into the objective function. 3) difficulties in evaluating aspects of the completion process, students find it difficult to prove the correctness of the answers obtained by the graphical method. The difficulties experienced by students in reflective thinking were caused by students not remembering previous material related to linear programming, as well as students’ difficulties in the dimensions of fact, concept and procedural knowledge.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».