Open AccessProfil Pemahaman Konsep Siswa SMA dalam Menyelesaikan Masalah Program Linear Berdasarkan Perbedaan Gender
Author(s) -
Yeny Kurmayningsih,
Didik Hermanto,
Mety Liesdiani
Publication year - 2020
Publication title -
jems: jurnal edukasi matematika dan sains/jems (jurnal edukasi matematika dan sains)
Language(s) - English
Resource type - Journals
eISSN - 2502-4671
pISSN - 2337-9049
DOI - 10.25273/jems.v8i2.7606
Subject(s) - triangulation , data presentation , class (philosophy) , mathematics education , data collection , test (biology) , graph , sma* , task (project management) , function (biology) , psychology , mathematics , computer science , discrete mathematics , combinatorics , statistics , artificial intelligence , geometry , engineering , systems engineering , evolutionary biology , biology , paleontology
This research is a qualitative descriptive study conducted in class XI. The research subjects consisted of one masculine male student and one feminine female student. The research instrument used a Gender Test, Interview Guidelines and Problem Solving Tasks (TPM). The data collection technique used in this research was the problem solving task-based interview technique. The technique of testing the validity of the data used time triangulation. The data analysis technique used was reduction, presentation, and conclusion. Based on the data analysis that has been done, the following conclusions are obtained. The profile of understanding the concept of masculine male students in solving linear programming problems includes: writing what is known and what is asked which is emphasized by the presence of a question mark "?", Taking x and y without being interpreted on a graph using the two equations to find the points ( x, y), finds the arithmetic error from substituting the points (x, y) that have been determined by yourself to the objective function, and reread the results of the work without recalculation. The profile of understanding the concept of feminine female students in solving linear program problems includes: writing down what is known and what is asked by considering x and y, forming equations using the x and y assumptions and interpreting it into a graph, substituting the points (x, y) has assigned itself to the objective function so that the results of problem solving are obtained, and re-read the results of their work by recalculating.