Main Article Content

Abstract

The ability of junior high school students to solve algebra word problems in learning mathematics is an important part and must be mastered well.  However, the results of observations carried out by researcher at one of the junior high schools in Yogyakarta showed that students had difficulty solving and understanding algebra word  problems. In addition, when working on assignments given by the teacher, students tend to rely on the results of their friends' work without showing the initiative to learn independently. Therefore, this research aims to analyze students' difficulties in solving algebra word problems in terms of their self-directed learning. This research is a descriptive qualitative research with the research subjects being all class VII students in one of the junior high schools in Yogyakarta. The data collection techniques in this research used a self-directed learning scale and a learning difficulties test. The research results show that students with high self-directed learning are able to solve problems in algebra word problems, but are less careful in obtaining the final results. Students in the  middle self-regulated learning category are experiencing difficulties in writing descriptions and simplifying and operating algebraic multiplication and division operations. Meanwhile, students with low self-regulated learning have difficulty understanding the concept of algebraic operations and applying it in the context of algebraic word problems. It is hoped that the research findings will provide an idea for teachers to train students' self-regulated learning so that their ability to solve algebra word problems can be even better.

Keywords

learning mathematics self-regulated learning student’s difficulties algebra word problems

Article Details

How to Cite
Al Hawari, D. A. S., Ibrahim, I., & Mistima Maat, S. (2024). Algebra Word Problems Viewed from Self-Regulated Learning . Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, 14(1), 1–15. https://doi.org/10.23969/pjme.v14i1.11856

References

  1. Afiani, N. (2017). Pengaruh kemampuan komunikasi matematis dan kemandirian belajar terhadap prestasi belajar matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 2(1), 1. https://doi.org/10.30998/jkpm.v2i1.1844
  2. Ainun Syah, N., Ramlawati, R., & Saleh, S. (2023). Penerapan model discovery learning untuk meningkatkan kemandirian belajar peserta didik kelas viii. 5(2), 157–161.
  3. Amallia, N., & Unaenah, E. (2018). Analisis kesulitan belajar matematika pada siswa. Attadib Journal of Elemetary Education, 3(2), 123–133. https://jurnalfai- uikabogor.org/index.php/attadib/article/view/414
  4. Asmara, Y., & Nindianti, D. S. (2019). Urgensi manajemen kelas untuk mencapai tujuan pembelajaran. SINDANG: Jurnal Pendidikan Sejarah Dan Kajian Sejarah, 1(1), 12–24. https://doi.org/10.31540/sdg.v1i1.192
  5. Cahani, K., & Effendi, K. N. S. (2019). Kemampuan pemahaman konsep matematika siswa smp kelas IX pada materi bangun datar segiempat. Seminar Nasional Matematika Dan Pendidikan Matematika Sesiomadika 2019, 2008, 120–128.
  6. Damayanti, H. L., & Anando, A. A. (2021). Peran guru dalam menumbuhkembangkan kemandirian siswa melalui pembelajaran inkuiri. Jurnal Sinestesia, 11(1), 52–59. https://doi.org/10.53696/27219283.59
  7. Handayani, N., & Hidayat, F. (2019). Hubungan kemandirian terhadap hasil belajar siswa mata pelajaran matematika di kelas x smk kota cimahi. Journal On Education, 1(2), 1–8.
  8. Haniah, L., & Senjayawati, E. (2023). Studi Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Cerita Aljabar Ditinjau Dari Level Kemampuan Siswa. Jurnal Pembelajaran Matematika Inovatif, 6(4), 1409–1420. https://doi.org/10.22460/jpmi.v6i4.17550
  9. Hasibuan, A. T., & Prastowo, A. (2019). Konsep pendidikan abad 21: kepemimpinan dan pengembangan sumber daya manusia Sd/Mi. MAGISTRA: Media Pengembangan Ilmu
  10. Pendidikan Dasar Dan Keislaman, 10(1), 26–50. https://doi.org/10.31942/mgs.v10i1.2714 Indrawati, F. (2019). Hambatan dalam pembelajaran matematika. Simposium Nasional Ilmiah,
  11. November, 62–69. https://doi.org/10.30998/simponi.v0i0.293
  12. Isroah, I., & Sumarsih, S. (2013). Analisis kemandirian belajar mahasiswa program studi pendidikan akuntansi fakultas ilmu sosial dan ekonomi universitas negeri yogyakarta. Jurnal Pendidikan Akuntansi Indonesia, 11(1), 1–12. https://doi.org/10.21831/jpai.v11i1.1676
  13. Mendrofa, A. S., & Mendrofa, R. N. (2022). Analisis kesulitan siswa pada pembelajaran matematika
  14. di kelas VIII SMP Negeri 2 Hiliduho. 8, 145–167.
  15. Munirah. (2018). Peranan guru dalam mengatasi kesulitan. Tarbawi Jurnal Pendidikan Agama Islam, 3(2).
  16. Nahdi, D. S. (2017). Self regulated learning sebagai karakter dalam pembelajaran matematika.
  17. The Original Research of Mathematics, 2(1), 20.
  18. Normina, N. (2017). Pendidikan dalam kebudayaan. Ittihad Jurnal Kopertais Wilayah XI Kalimantan, 15(28), 17–28.
  19. Nurkholis. (2013). Pendidikan dalam upaya memajukan teknologi. 1(1), 24–44.
  20. Purwanti, N. D., & Pujiastuti, H. (2020). Analisis kesulitan belajar aljabar ditinjau dari motivasi belajar siswa. Jurnal Analisa, 6(2), 122–131. https://doi.org/10.15575/ja.v6i2.8396
  21. Rachmayani, D. (2020). Penerapan pembelajaran reciprocal teaching untuk meningkatkan kemampuan komunikasi matematis dan kemandirian belajar siswa. Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, 32.
  22. Rahayu, I. F., & Aini, I. N. (2021). Analisis kemandirian belajar dalam pembelajaran matematika pada siswa SMP. Jurnal Pembelajaran Matematika Inovatif, 4(4), 789–798. https://doi.org/10.22460/jpmi.v4i4.789-798
  23. Rofi’ah, N., Ansori, H., & Mawaddah, S. (2019). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan langkah penyelesaian polya. EDU- MAT: Jurnal Pendidikan Matematika, 7(2), 120. https://doi.org/10.20527/edumat.v7i2.7379
  24. Salvia, N. Z., Sabrina, F. P., & Maula, I. (2022). Analisis kemampuan literasi numerasi peserta didikditinjau dari kecemasan matematika. ProSANDIKA UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan), 3(2019), 352–360. https://www.proceeding.unikal.ac.id/index.php/sandika/article/view/890
  25. Sholihah, D. A., & Mahmudi, A. (2015). Keefektifan experiential learning pembelajaran matematika MTs materi bangun ruang sisi datar. Jurnal Riset Pendidikan Matematika, 2(2), 175–185. https://doi.org/10.21831/jrpm.v2i2.7332
  26. Siagian, M. D. (2016). Kemampuan koneksi matematik dalam pembelajaran matematika. MES: Journal of Matematics Education and Science2, 2(1), 58–67.
  27. Sugiyono. (2015). Pendekatan Kuantitatif, Kualitatif dan R&D. https://onesearch.id/Record/IOS16908.slims-7428?widget=1&institution_id=2975
  28. Susanti, E., & Syam, S. S. (2017). Peran guru dalam meningkatkan kemampuan literasi matematika siswa indonesia. Seminar Matematika Dan Pendidikan Matematika, November 2017, 1–6.
  29. https://www.researchgate.net/publication/328813314_Peran_Guru_dalam_Meningkatka n_Kemampuan_Literasi_Matematika_Siswa_Indonesia
  30. Tasaik, H. L., & Tuasikal, P. (2018). Peran guru dalam meningkatkan kemandirian belajar peserta didik kelas V sd inpres samberpasi. Metodik Didaktik, 14(1), 45–55. https://doi.org/10.17509/md.v14i1.11384
  31. Yunia, N., & Zanthy, L. S. (2020). Kesalahan siswa smp dalam menyelesaikan soal cerita pada materi aritmatika sosial. Teorema: Teori Dan Riset Matematika, 5(1), 105.
  32. https://doi.org/10.25157/teorema.v5i1.3206

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.