Profile of Mathematics Problem Solving of SMA IT Qurrota A’yun Sigi in terms of Spiritual Quotient (SQ)

DOI

10.2991/978-2-38476-172-2_16How to use a DOI?

Keywords

Profile; Mathematics Problem Solving; Spiritual Quotient

Abstract

This research is a qualitative research to describe the profile of mathematics problem solving of SMA IT Qurrota A’yun Sigi students in terms of spiritual Quotient according to the stages of problem solving according to Polya. The research subjects were selected based on the results of the spiritual quotient test which consisted of three categories, namely the high category of SSQT initials, the medium category of SSQR initials, and the low category of SSQR. The results showed that the profile of students’ mathematics problem solving (1) SSQT: a) understand the problem: be able to understand and interpret the problem calmly and be very concentrated and always confident in the answer. b) Develop a plan: SSQT is able to apply the knowledge possessed, can explain well the problem solving plan c) Implement the plan: SSQT consistently carries out according to plan and can use previously learned concepts and is fluent in operating arithmetic sequence and series formulas d) Re-checking: SSQT believes the answers obtained are correct and are serious about finding out the correctness of the answers obtained by re-testing the answer. (2) SSQS: a) Understanding the problem: SSQS is hesitant in solving problems and lacks understanding of problems so they are unsure of the answers. b) draw up a plan: SSQS can apply previous knowledge about arithmetic sequences and series, can explain problem-solving plans, is able to plan problem-solving but still has doubts about the plans that have been made. c) implement the plan: SSQS consistently implements according to plan, but still doubtful in carrying out the plan, able to solve using formulas and do not understand solving using other methods. d) Re-checking: SSQS hesitates in solving a problem but is able to re-check the answer. (3) SSQR: a) Understanding the problem: SSQR can identify information from the problem, but is unable to interpret the problem given by the researcher. b) develop a plan: SSQR cannot apply previous knowledge and cannot interpret the problem properly. c) carry out the plan: SSQR cannot apply the knowledge possessed, cannot apply the concept of problem solving, and when solving problems, SSQR does not use formulas, but always does it in its own way but the results obtained are not correct, d) re-check: the reason is that I don’t know how to do it anymore and my abilities only end there.

Copyright

© 2023 The Author(s)

Open Access

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TY  - CONF
AU  - Murniati
AU  - Mustamin Idris
AU  - Sukasa
PY  - 2023
DA  - 2023/12/31
TI  - Profile of Mathematics Problem Solving of SMA IT Qurrota A’yun Sigi in terms of Spiritual Quotient (SQ)
BT  - Proceedings of the 2nd International Interdisciplinary Conference on Environmental Sciences and Sustainable Developments (IICESSD)  2022 Education and Green Economy (IICESSD EGE 2022)
PB  - Atlantis Press
SP  - 98
EP  - 104
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-172-2_16
DO  - 10.2991/978-2-38476-172-2_16
ID  - 2023
ER  -