This passage describes a system of various problem types designed to assess

schoolchildren's mathematical abilities beyond just getting the correct answer. Here's a
breakdown of the key points:

Overall Goal:

 Investigate various aspects of mathematical thinking in schoolchildren (grades 6-8)

Series Overview:

The system consists of 26 different series (groups) of problems, each focusing on a

specific aspect of mathematical thinking:

 Series I-III: Analyze how students perceive and understand mathematical problems
(focusing on questions, missing information, and irrelevant details).
 Series IV: Examines students' ability to analyze geometric shapes with overlapping
elements ("interpenetrating elements").
 Series V & VI: Assess students' ability to generalize problem-solving approaches
across different problems and identify underlying structures.
 Series VII: Investigates how students transition from concrete problem scenarios to
abstract mathematical concepts.
 Series VIII: Explores whether students can identify the essential structure of a problem
and create new problems of the same type.
 Series IX: Evaluates students' ability to generalize problem-solving methods for
increasingly complex proofs.
 Series X: Examines how readily students develop the habit of translating word
problems into mathematical equations.
 Series XI: Investigates how students approach and solve problems with nonsensical
numerical data.
 Series XII: Explores students' general ability to form concepts independent of specific
academic knowledge.
 Series XIII: Examines students' ability to find multiple solutions to problems and their
preference for efficient solutions.
 Series XIV & XV: Investigate how students adapt their problem-solving approach when
seemingly minor details change the problem entirely or when a strong habit for a
specific solution type hinders them.
 Series XVI: Examines how students deal with problems that appear unsolvable due to
limitations they impose on themselves.
 Series XVII: Investigates how students can reverse their thinking process to solve
problems (from direct to reverse and vice versa).
 Series XVIII: Heuristic Tasks: Investigates how students learn new concepts
and solve problems independently through exploration and discovery.
 Series XIX: Problems on Comprehension and Logical Reasoning: Assesses
mathematical abilities and logical reasoning through problems requiring minimal
mathematical knowledge but strong reasoning skills.
  Series XX: Series Problems: Evaluates students' logical reasoning and
analytical thinking through number and figural series problems.
 Series XXI: Mathematical Sophisms: Assesses critical thinking skills and ability
to identify logical fallacies in mathematical reasoning.
 Series XXII: Problems with Terms That Are Hard to Remember: Investigates
students' memory, perception, and problem-solving skills using problems with
complex wording.
 Series XXIII & XXIV: These series delve into the role of visualization in problem-
solving, assessing how students utilize visual and verbal representations of
mathematical concepts.
 Series XXV: Focuses on spatial reasoning, evaluating students' ability to
visualize and manipulate spatial objects in their mind without physical aids.
 Series XXVI: Investigates the relationship between visual and verbal memory
components used in non-mathematical tasks.

Evaluation:

The system goes beyond just getting the correct answer. Researchers analyze:

 Thought processes used by students

 Ability to justify reasoning
 Ability to identify problem structure and type
 Ability to generalize problem-solving approaches
 Memory for problem details
 Flexibility of thinking

Benefits:

This system provides a more comprehensive picture of students' mathematical abilities

than traditional tests. It allows researchers to identify areas of strength and weakness
and develop targeted interventions to improve mathematical thinking skills.

By employing this comprehensive system, researchers gain a deeper understanding of

students' mathematical strengths and weaknesses beyond just their ability to solve
basic problems. This allows for the development of targeted interventions to improve
overall mathematical thinking skills.

BAB 9
 Summary of "Organization of the Experimental
Investigation"
This excerpt describes the methodology used in a study investigating mathematical
abilities in schoolchildren. Here's a breakdown:

Goal:

 Understand the structure of mathematical abilities in students.

Method:

 Compare students with varying levels of mathematical ability (very capable, capable,
average, incapable).
 Identify psychological traits that differentiate these ability levels.

Selecting Participants:

 Teachers identified students based on success (or lack thereof) in mathematics.

 Researchers further assessed students' relative inability despite effort.
 A group of very capable students who excelled only in mathematics was also included.

Experiment Design:

 Individualized experiments were conducted outside of class time.

 Researchers disguised the purpose of the experiment to avoid influencing students.
 Experiments were terminated if students showed signs of fatigue or disinterest.

Additional Notes:

 The study involved 192 students across different grades (2nd to 10th).
 Boys were more prevalent in the "very capable" group.
 The document clarifies that "incapable" refers to relative difficulty with math, not
absolute inability.

Further Research:

 The document mentions plans for a deeper psychological study of the "very capable"
group.

This approach allows researchers to analyze student thinking processes and identify
factors influencing their mathematical abilities beyond just solving basic problems.
 TERJEMAHAN BAB 9

Organisasi Penelitian Eksperimental

Pasal ini menjelaskan metodologi yang digunakan dalam penelitian untuk menyelidiki
kemampuan matematika pada anak sekolah. Berikut ringkasannya:

Tujuan:

 Memahami struktur kemampuan matematika pada siswa.

Metode:

 Membandingkan siswa dengan berbagai tingkat kemampuan matematika (sangat

berbakat, berbakat, rata-rata, kurang berbakat).
 Mengidentifikasi ciri-ciri psikologis yang membedakan tingkat kemampuan ini.

Pemilihan Peserta:

 Guru mengidentifikasi siswa berdasarkan keberhasilan (atau kekurangan) mereka

dalam matematika.
 Peneliti selanjutnya menilai ketidakmampuan relatif siswa meskipun mereka sudah
berusaha.
 Sekelompok siswa yang sangat berbakat tetapi hanya unggul dalam matematika juga
diikutsertakan.

Desain Eksperimen:

 Eksperimen individual dilakukan di luar jam pelajaran.

 Peneliti menyembunyikan tujuan eksperimen untuk menghindari pengaruh pada siswa.
 Eksperimen dihentikan jika siswa menunjukkan tanda-tanda kelelahan atau kurang
minat.

Catatan Tambahan:

 Penelitian ini melibatkan 192 siswa dari berbagai tingkat kelas (2 hingga 10).
 Laki-laki lebih dominan dalam kelompok "sangat berbakat".
 Dokumen ini menjelaskan bahwa "kurang berbakat" mengacu pada kesulitan relatif
dengan matematika, bukan ketidakmampuan mutlak.

Penelitian Lebih Lanjut:

 Dokumen tersebut menyebutkan rencana untuk studi psikologis yang lebih mendalam
pada kelompok "sangat berbakat".

Pendekatan ini memungkinkan peneliti untuk menganalisis proses berpikir siswa dan
mengidentifikasi faktor-faktor yang memengaruhi kemampuan matematika mereka di
luar sekadar memecahkan masalah dasar.