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Abstraction Measurement of Students in Constructing Proof Algebra Problems

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This study aimed to describe the abstraction of measurement of students in constructing the proof of algebra problems. For this purpose, a qualitative explorative research with task-based interview techniques was conducted. The subjects were the students of math education, class of 2013, UNIROW Tuban. Students who became the subject of research has taken a course of Algebra Structure. Measurement of abstraction used RBC models (Recognizing, Building-with, Constructing). Recognizing refers to the fact, the basic concept which has already known. Building- with refers to the combination of facts or concepts into a new context, and Constructing refers to the ability to build a proof of statement/issue based on facts or concepts to show that the statement is true. The main instrument was the researchers themselves, and the supporting instrument was interview guides that referred to the RBC model. Data were analyzed qualitatively. Conclusions were obtained based on the analysis results, those were: Recognizing, students tended to be able to know a few facts, concepts that supported the evidentiary issues, example: the closed nature, associative, neutral element, inverse of element, grupoid, semigrup, group. Building- with, students tended to be able to combine the concept of the closed nature, associative, neutral element, inverse of element, grupoid, semigrup into new contexts that were interrelated. Constructing, students in constructing proof algebra problems, there were still many steps that were illogical in the use of facts or concepts. Consequently, the proof tended to be incorrect, although conclusion was ultimately correct.

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Indonesia

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NONE

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abstraction, recognize, building-with, construct,

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