DIFFERENCE USE OF UNDERSTANDING BY STUDENTS WHEN SOLVE MATHEMATICAL PROBLEMS Lusiana Delastri (1, *), Purwanto(2), Subanji(2), M. Muksar (2)
1)Departemen Pendidikan Matematika, Universitas Kristen Indonesia Toraja, Jl. Jenderal Sudirman No.9, Tana Toraja, Sulawesi Selatan 91811, Indonesia
*Lusianadelastri[at]ukitoraja.ac.id
2)Departemen Pendidikan Matematika, Universitas Negeri Malang, Jl. Semarang No.5, Kota Malang, Jawa Timur 65145, Indonesia
Abstract
When a person facing problem situation, the person construct a scheme and using some components and correlation to facing the problem. When facing a same mathematical problem situation, different student may use the same component but construct different correlation to solve the problem. The students have different ways to solve mathematical problem in terms of the type of understanding they have. This study aims to determine difference use of understanding by students when solve mathematical problems. The subject of study are 4 (four) students of State University of Malang. The results showed that there were two categories of use of the understanding by students when solving the same problem, namely the dominant student (tend) to use procedural understanding when solving mathematical problems, and students who are dominant (likely) use conceptual understanding when solving mathematical problems. With the way of problem solving with different understandings, resulting in the process of thinking or a way to construct knowledge for each understanding is also different.
Keywords: Conceptual and Procedural Understanding; Difference Use of Understanding; Solving Mathematical Problems;
