Participatory Educational Research
Yazarlar: Lydia Lia PRAYİTNO, Purwanto -, Subanji SUBANJİ, Susiswo SUSİSWO, Abdur AS'ARI
Konular:Eğitim, Eğitim Araştırmaları
DOI:10.17275/per.20.28.7.2
Anahtar Kelimeler:Construction,Deductive,Inductive,Visual
Özet: This study is to reveal the construction process of student representation in solving of ill-structured geometry problems. The three phases involved in the construction process are interpreting the problem, giving opinions, and concluding. A total of four high school students participated in Surabaya and Sidoarjo in this qualitative study. They used visual and symbolic representations to solve the ill-structured problems. The research data were obtained from the sheets of ill-structured geometry problems (ISGP), video recordings, and interviews. The data analysis through three stages, data identification, data presentation, and conclusion. The results of data analysis show that the process of constructing the visual and symbolic representations was carried out by the students when interpreting the problem. The subjects provide data to support problem-solving process, such as initial length and width. The construction process through the visual representation began with the process of giving meaning. They drew rectangle with a length and width. Likewise, when giving an opinion, they referred to the drawings they made with length and width of different sizes. They used symbolic representation as a length and width for the initial situation in the process of giving meaning. Through the use of variables, they could perform calculations so as to determine the proposals used as a solution. Two patterns that the students did during the process of the representation construction, are deductive and inductive. It is important for teachers to know the process of representation of students when solving ill-structured problems. It needs to be enlarged and in line with the criteria to obtain the general description of the representation of the construction process when solving the problem. Then, teachers should design meaningful learning so they can connect concepts that their students can use to solve problems.