Last modified: 2019-10-08
Abstract
Creating problem is one cognitive process of Bloom's taxonomy. Cognitive process is process of constructing elements into a coherent or functional whole. The aim is creating new products by reorganizing a number of elements or parts into a structured pattern that does not yet exist previously based on student knowledge.
Many researchers use number sequence as problem solving strategy. Applying number sequence challenges students to apply higher order thinking skills and emphasize exploration, investigation, conjecture, and generalization. The use of a number sequence is a powerful problem solving strategy.
One aspect of problem solving that students need to engage in is problem posing. By making problem on their own and the answer, cause students to understand in more complex context problems. This has an effect that students are able to generate more sophisticated ideas and reach a deeper level of mathematical knowledge and understanding by continuously exploring a problem and its solution. From the previous explanation, the purpose of this study is to explore the ability of students to create mathematical problems in the context of numbers based on the ‘degree of reality’ by de Lange and based on innovation on mathematics problems by Vistro-Yu.
This descriptive explorative study is collected from 25 mathematics prospective teacher’s students that consist of 5 males and 20 females at Universitas Negeri Surabaya. All students have to answer one question about creating word problem related to number sequence and the answer.
The findings of this study based on ‘degree of reality’, students show up most 40% in no context; 32% camouflage context; and 28% relevant and essential context. Based on innovation on mathematics problems, the emergeing criteria are 40% replacement; 8% addition; 20% modification; and 32% contextualizing.
All the ‘degree of reality’ criteria turn up. The most common criteria is no context. Based on innovation in mathematical problems, the most emerging criteria are replacement and not all criteria appear. From these two results, it is known that students generally still do not associate mathematical concepts with reality and are not familiar with the level of innovation in making the problems, turning the problem around and reformulation. The implication of this research is the choice of students in making questions at least provides an overview of the highest level of difficulty according to students. In mathematics learning, teachers should plan assessments and evaluations that need to be developed to build students' abilities to make mathematical problems that are relevant to reality and make new mathematical problems from old problems at all stages of development.