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首页> 外文会议>International Conference on Education, Mathematics and Science >Junior High School Students' Cognitive Process in Solving The Developed Algebraic Problems Based on Information Processing Taxonomy Model
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Junior High School Students' Cognitive Process in Solving The Developed Algebraic Problems Based on Information Processing Taxonomy Model

机译：基于信息处理分类模型解决新的初中学生的认知过程

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This study aims to: i) develop problem solving questions of Linear Equations System of Two Variables (LESTV) based on levels of IPT Model, ii) explain the level of students' skill of information processing in solving LESTV problems; iii) explain students' skill in information processing in solving LESTV problems; and iv) explain students' cognitive process in solving LESTV problems. This study involves three phases: i) development of LESTV problem questions based on Tessmer Model; ii) quantitative survey method on analyzing students' skill level of information processing; and iii) qualitative case study method on analyzing students' cognitive process. The population of the study was 545 eighth grade students represented by a sample of 170 students of five Junior High Schools in Hilir Barat Zone, Palembang (Indonesia) that were chosen using cluster sampling. Fifteen students among them were drawn as a sample for the interview session with saturated information obtained. The data were collected using the LESTV problem solving test and the interview protocol. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using the content analysis. The finding of this study indicated that students' cognitive process was just at the step of indentifying external source and doing algorithm in short-term memory fluently. Only 15.29% students could retrieve type A information and 5.88% students could retrieve type B information from long-term memory. The implication was the development problems of LESTV had validated IPT Model in modelling students' assessment by different level of hierarchy.
机译：本研究旨在：i）基于IPT模型水平的两个变量（LESTV）的线性方程系统的问题解决问题解决问题，ii）解释了解leesvv问题中的学生信息处理技能的水平; iii）解释学生在解决恐怖问题方面的信息处理技能;第四次）解释学生的认知过程解决猥亵问题。这项研究涉及三个阶段：i）基于Tessmer模型的Lestv问题问题的发展; ii）分析学生信息处理技能水平的定量调查方法;和III）定性案例研究方法分析学生认知过程。该研究人口是545名八年级学生，由Hilir Barat区的五名初中的170名学生，帕拉德（印度尼西亚）的五千年高中，选择使用集群抽样选择。其中十五名学生作为采访会议的样本被绘制，获得饱和信息。使用Lestv问题解决测试和访谈协议收集数据。使用描述性统计分析定量数据，而使用内容分析分析定性数据。该研究的发现表明，学生的认知过程只是在识别外部来源的步骤，并流畅地在短期内存中进行算法。只有15.29％的学生可以检索类型的信息，5.88％的学生可以从长期内存中检索B型信息。含义是Lestv的发展问题验证了IPT模型在通过不同层次的不同水平建模的学生评估。

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