Algebraic Thinking Process Analysis of Senior

High School Students in Solving Absolute Value

Mathematics Problem
Sofia Ashar1,b) Susanto
Hendro1,c)
Permadi1,a) Hery
1Mathematics Department, State University of
Malang, Malang City, Indonesia
a)Corresponding author:
hendro.permadi.fmipa@um.ac.id
b) sofia.ashar.1903117@students.um.ac.id
c)hery.susanto.fmipa@um.ac.id
 INTRODUCTION
- Algebra is a very important part
of mathematics to help solve
-Based on the results of research conducted
other mathematical problems,
because algebra is learned about by Tanisli & Kose (2013) on pre-service
mathematical symbols and how to
 
teachers, there are examples of mistakes
manipulate them (Paridjo, 2018). made by students, like: let , then , so

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 INTRODUCTION

-As in research conducted by (Wahyudi, 2017), it is known that

students have difficulty understanding the concept of the absolute
value inequality as well as difficulty in calculating the absolute value
inequality. There are also mistakes made by students based on
research conducted by (Nuryah, Ferdianto, & Supriyadi, 2020)

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 The purpose of this study is to analyze the
algebraic thinking process of SMA Negeri
1 Bojonegoro students in solving absolute
value mathematics problem.

PURPOSE
 RESEARCH
METHODS
• Researchers as the
main instrument
• Qualitative Descriptive
• Two problems of • Observation
• Students of SMA absolute value • Interview
Negeri 1 Bojonegoro • Interview • Test
• Validation
Type of Research
• Recording Device
Research Instrument • Documentation
Research Subject
Data Collection Technique

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 SLIDE 6

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1. A carpenter wants to cut a door because it cannot fit into the door frame.
The problem at hand is not the height of the door, but the problem is the
width of the door. The door will snap and look good on the frame if the
door is 800 mm wide. The carpenter sometimes found it difficult to cut
the wood to the right size, but the customer tolerated the gap by allowing
the gap to be made with a width that should not exceed 4.3 mm.
Determine:
a.
  Mathematical model on the problems above
b. Determine the widths of the doors that allow it to be
attached to the frame and according to the order.

2. Determine the set of solustions from

INSTRUMENT TEST QUESTIONS

 RESULTS
1. Algebraic thinking process analysis on Grouping
• All subjects can get this indicator
information
correctly
 RESULTS
2. Algebraic thinking process analysis on Chunking
• All subjects can get this indicator
information
correctly
 RESULTS
3. Algebraic thinking process analysis on Predicting
• All subjects can get this indicator
the patterns
correctly
 RESULTS
• High and medium thinking ability
4. Algebraic thinking process analysis on
subjects can get this indicator correctly
Describing the rules
• Low thinking ability subjects can not get
this indicator correctly
 RESULTS
5. Algebraic thinking process analysis on
Representing different representations
• High thinking ability subjects can get this
indicator correctly
• Medium and low thinking ability subjects
can not get this indicator correctly
 RESULTS
6. Algebraic thinking process analysis on • High and medium thinking ability subjects
Describing changes can get this indicator correctly
• Low thinking ability subjects can not get
this indicator correctly
 RESULTS
7. Algebraic thinking process analysis on Justifying • High and medium thinking ability subjects
the rules can get this indicator correctly
• Low thinking ability subjects can not get
this indicator correctly
 CONCLUSIONS
1. Students with high thinking ability can get all indicators correctly

2. Students with medium thinking ability can get all indicators correctly
except representing different representation

3. Students with low thinking ability only get three indicators, there are
grouping information, chunking information, and predicting the
patterns

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Thank You 