ANALYSIS OF THE ABILITY TO SOLVE MATHEMATICS STORY PROBLEMS OF CLASS IV PRIMARY SCHOOL STUDENTS

Abstract

Background: Word problems allow students to apply mathematical concepts in the context of everyday life, helping to see the relevance and usefulness of mathematics. The ability to solve math story problems is an important component in the basic education curriculum, in accordance with national curriculum standards. Story problems have a higher level of difficulty compared to mathematics questions that display mathematical models directly.

Purpose: To find out how the ability to solve math story problems in fourth grade elementary school students and follow up for further research development.

Methodology: The literature review method that the author chooses as a reference in critical analysis of research topics that have been specifically determined with the aim of providing a comprehensive and up-to-date overview of current research on a particular topic, and to identify areas for further study.

Results: The activity of measuring students to determine higher thinking abilities is an activity that cannot be separated from learning outcomes. Test instruments or commonly called questions are one of the measuring tools used to detect students' abilities. In the realm of cognitive competence or knowledge, there are six levels of cognitive thinking processes according to Bloom's Taxonomy as revised by Anderson and Krathwohl. The story problem instrument allows a good evaluation of students' abilities in solving mathematics story problems which are used to measure abilities that take into account the diversity of story problem types, levels of difficulty, and cognitive abilities tested. It is important to include in the cognitive domain mathematics learning outcomes assessment instrument which was developed with the hope of increasing high-level thinking abilities, especially in low-level elementary school students in class IV.