STUDENTS' EPISTEMOLOGICAL BELIEFS IN SOLVING GEOMETRY TRANSLATION PROBLEMS
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Abstract
The 2018 PISA results show that Indonesian students' numeracy and literacy skills are poor. Epistemological beliefs, beliefs in mathematical knowledge, are one of the factors contributing to poor student literacy skills. This study analyzes epistemological beliefs in solving translation problems of Year 9 students in one of the junior high schools in Manipa Islands, Indonesia. This research employed a descriptive a qualitative approach. The subjects in this study were students who tend to meet the indicators of epistemological beliefs. Data collection techniques were observation, tests, interviews, and documentation. The results showed that students' epistemological beliefs in completing the translation met the requirements. First is being able to solve mathematical problems by taking time, where students needed time to solve the problem. This is because students are not sure that they can solve them. Second, students can solve problems that cannot be solved with simple, step-by-step procedures, where students solve problems using their rules/settlement procedures. The third is understanding essential concepts in mathematics, where students understand and work on translation problems using mathematical concepts well. Fourth, word problems are essential in mathematics, with word problems, students can improve critical thinking skill. Finally, efforts can improve mathematical abilities, where students can try to solve problems to improve their math skills. Efforts include reviewing the lesson and increasing practice questions.
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Kaliky, S., Sopamena, P., & Putra, A. (2022). STUDENTS’ EPISTEMOLOGICAL BELIEFS IN SOLVING GEOMETRY TRANSLATION PROBLEMS . Kalamatika: Jurnal Pendidikan Matematika, 7(2), 207-218. https://doi.org/10.22236/KALAMATIKA.vol7no2.2022pp207-218
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Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
Fardani, Z., Surya, E., & Mulyono, M. (2021). Analisis Kepercayaan Diri (Self-Confidence) Siswa Dalam Pembelajaran Matematika Melalui Model Problem Based Learning. Paradikma: Jurnal Pendidikan Matematika, 14(1), 39–51. https://doi.org/10.24114/paradikma.v14i1.24809
Fatimah, Agung, A. (2017). Analisis keyakinan matematis siswa dalam menyelesaikan soal cerita materi persamaan linear satu variabel. 1–8.
Firliani, Ibad, N., Nauval, & Nurhikmayati, I. (2019). Teori Throndike dan Implikasinya dalam Pembelajaran Matematika. Prosiding Seminar Nasional Pendidikan FKIP UNMA, 823–838.
Ghufron, M., Alsa, A., & Wirawan, Y. (2013). Kepercayaan Epistemologis Dan Faktor-faktor Yang Memengaruhinya. Jurnal Psikologi UGM. https://doi.org/10.22146/jpsi
Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In G. C. Leder, E. Pehkonen, & G. Torner (Eds), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Norwell, MA: Kluwer Masfingatin,
T., & Murtafi’ah, W. (2011). Kemampuan berpikir Logis dengan Adversity Tipe Climber dalam Pemecahan Masalah Geometri. Jurnal Math Nusantara, 2(2), 19–29. https://ojs.unpkediri.ac.id/index.php/matematika/article/view/398
Mena, A. B. (2016). Literasi Matematis Siswa SMP dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Adversity Quotient (AQ). Kreano, Jurnal Matematika Kreatif-Inovatif, 7(2), 187–198. https://doi.org/10.15294/kreano.v7i2.6756
Muhtarom, M., Juniati, D., & Siswono, T. Y. E. (2017). Pengembangan Angket Keyakinan Terhadap Pemecahan Masalah Dan Pembelajaran Matematika. JIPMat. https://doi.org/10.26877/jipmat.v2i1.1481
Musdalifah, R. (2020). Pemrosesan dan Penyimpanan Informasi pada Otak Anak dalam Belajar: Short Term and Long Term Memory. AL-ISHLAH: Jurnal Pendidikan Islam, 17(2), 217–235. https://doi.org/10.35905/alishlah.v17i2.1163
Puspita, F. M. (2018). Pembinaan Pemahaman Konsep Pembelajaran Matematika Kreatif Bagi Guru-Guru Sd Di Desa Sakatiga Kecamatan Indralaya. Jurnal Pengabdian Sriwijaya, 6(2), 598–605. https://doi.org/10.37061/jps.v6i2.6136
Rahmah, A. T., Aniswita, A., & Fitri, H. (2020). Pengaruh Motivasi Belajar Siswa Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Di Kelas Viii Mtsn 3 Agam Tahun Pelajaran 2018/2019. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 4(1), 56–62. https://doi.org/10.32505/qalasadi.v4i1.1174
Riska, Yuli, T., & Siswono, E. (2013). Kemampuan siswa memecahkan masalah berbentuk soal cerita aljabar menggunakan tahapan analisis newman. MathEdunesa, 2(2). https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/2705
Sebayang, F. A. A., & Silalahi, M. (2018). Keyakinan Epistemologis Dan Konsep Belajar Mengajar Mahasiswa Pendidikan Guru Anak Usia Dini Universitas Negeri Medan. Jurnal Usia Dini, 4(2), 18–30.
Sholichah, S. N., & Savira, S. I. (2021). Hubungan antara self efficacy dengan academic stress saat pandemi. Jurnal Penelitian Psikologi, 8(7), 166–177.
Simatupang, R., & Napitupulu, E. (2020). Matematis Dan Self-Efficacy Siswa Pada Pembelajaran Problem Based Learning. PARADIKMA JURNAL PENDIDIKAN MATEMATIKA Vol. 13, No.1, Juni 2020 Pedagogik., 13(1), 29–39.
Syafti, O. (2020). s. Jurnal Kepemimpinan Dan Pengurusan Sekolah, 5(1), 57–64. https://doi.org/10.34125/kp.v5i1.468
Tamba, K. P., Cendana, W., & Pratiwi, J. (2020). Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar. Jurnal Basicedu, 5(1), 65–76. https://doi.org/10.31004/basicedu.v5i1.573
Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018. Paper of Matematohir.
Werdiana, I. K. (2004). Keyakinan Epistemologis Siswa Lintas Level Akademik Terhadap Fisika.
Winarso, W. (2019). Analisis Gender Terhadap Kecemasan Matematika dan Efikasi Diri Siswa. Kalamatika Jurnal Pendidikan Matematika, 4(1), 23–36.