Open AccessThe SOLO taxonomy: classify students’ responses in solving linear program problems
Author(s) -
Lopes Cláudia,
Tri Atmojo Kusmayadi,
Laila Fitriana
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1538/1/012107
Subject(s) - nonprobability sampling , taxonomy (biology) , mathematics education , class (philosophy) , process (computing) , computer science , mathematical problem , psychology , management science , artificial intelligence , engineering , population , botany , demography , sociology , biology , operating system
The aim of this study is to classify students’ responses in solving mathematical problems. Using the taxonomy by Biggs and Collis in 1982, called taxonomy is SOLO (Structure of Observed Learning Outcomes). In the SOLO taxonomy, there are five levels of students’ responses, such as pre-structural, uni- structural, multi-structural, relational, and extended abstract. Every student has different abilities, one of the ability is to understand mathematical concepts because sometimes students make misconceptions that result in students not being able to solve mathematical problems correctly. The concept in a linear program problem is that students can change story problems into mathematical modeling after that student can solve with the procedures that have been learned. This study used descriptive qualitative research and the selected of subjects is senior high school students in the City of Kediri and then used purposive sampling techniques. One of the chosen class consisting of 35 students was selected 5 students to represent each level of SOLO Taxonomy. The results from this study are: (1) Pre-structural level: Students cannot process information properly, (2) Uni-structural level: Students do not make the most of available information, (3) Multi-structural level: Students understand one concept which is example with variables and can model mathematics, (4) Relational level: Students can process information appropriately, and (5) Extended abstract level: Students can understand concepts well. With the levels of students’ response can be known to what extent students understand mathematics so they can solve mathematical problems.