Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. ![]() The similarity was the use of assumptions in solving the problem. They also applied multiple problem-solving strategies in working the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. No students evaluated their solution to the problem. ![]() The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. ![]() ![]() The instruments for this descriptive research were an open-ended problem and an interview sheet. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. One of many solutions is to apply a realistic context close to students. Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems.
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