Page 358 of 464
5. Problem No. 5
Problem number 5 is problem of three dimensional spaces, especially finding the distance of a point to a plane. From the analysis results obtained, the difficulties
experienced by teachers in solving problems classified as very high number five, which is the difficulty in understanding the problem reaching 70, 84 teachers got difficulty in
devising a plan, 86 teachers got difficulty in carrying out the plan, and the difficulties in the process of looking back to 96.
I additio to a al sis the hole u e s, esea he also a al ze o the tea he s
diffi ulties ased o Pol a s stage o p o le sol i g. The esult sho ed that the diffi ult in understanding the problem reaching 55, 61 teachers got difficulty in devising a plan,
69 teachers got difficulty in carrying out the plan, and the difficulties in the process of looking back to 91. The comparison of the difficulty of each stage of the five numbers can
be seen in Fig.1.
From the analysis above, can be concluded that the order of difficulty of high school science tea he s i I do esia i sol i g athe ati al p o le s ased o Pol a p o le sol i g
steps from the highest to the lowest are looking back, carry out the plan, device a plan, and understand the problem. The order of topics of difficulty of high school science mathematics
teachers in Indonesia in solving mathematical problems are three dimensional space, graph of a function, volume of solid of revolution, composite function, and differentiation of
trigonometric function.
Figu e . The Total Pe e tage of Tea he s Difficulties in Solving Mathematical Problem
Page 359 of 464
Figu e . The Total Pe e tage of Tea he s Diffi ulties i “ol i g Mathe ati al P o le
Analysis of Qualitative Data
To confirm the results that have been obtained in the analysis of quantitative data, conducted interviews with high school mathematics teachers from three high school science
in the Purworejo, Central Java and two high schools in the city of Yogyakarta. The result showed that the difficulties of
high s hool athe ati s tea he s of atu al science program in Purworejo, Central Java and Yogyakarta, DIY in solving mathematical
problems are teachers lack the motivation to do the problems given by Balitbang Kemendikbud; teachers feel less prepared to test given by the Research and Development
because it was felt a sudden; teachers forget about the basic concepts in the calculation as a derivative of
and the value of a square root; teachers are less rigorous in working on; limited time work; test atmosphere less conducive; there is no preparation for working on
stationery. The solution is expected by high school science mathematics teacher in the Purworejo,
Central Java and Yogyakarta, DIY to increase the professional competence is the workshop for high school mathematics teacher on a regular basis covering science teaching methods in
the classroom, understanding concepts, and the use of IT.
Conclusion
The results showed that the order of difficulty of high school mathematics teachers in science classes in Indonesia in solving mathematical problems base
d o Pol a p o le solving steps from the highest to the lowest are looking back, carrying out the plan, devising
a plan, and understanding the problem. Factors that cause difficulties of teachers in Purworejo and Yogyakarta are motivation, teacher read
i ess, a d tea he s o epts of
Kategori