Problem solving is the highest level of thinking which students need in learning mathematics. This study aims to describe students' mathematical problem solving abilities in terms of gender’s perspective. The research subjects consisted of four students of Class X at SMAIT Al-Fityan School Gowa in the 2018/2019 academic year, consisting of two male students and two female students. The research phase begins with the selection of research subjects determined based on equivalent problem solving ability tests. After selecting the subject, the next phase is giving assignment problem solving, quadratic equations, and interviews. The validity of the data is done by using triangulation of sources by twice interviews, giving tests to students who are different but have the same ability and the same sex in order to produce consistent data. The results showed that female students had better mathematical problem-solving abilities compared to male students based on Polya Steps: 1) understanding the problem, 2) planning the solution, 3) solving the problem, and 4) looking back at the answers.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Aras, A., & Arsyad, N. (2016). COMPARISON OF THE EFFECTIVINESES OF COOPERATIVE LEARNING MODEL BETWEEN TPS-NHT TYPE AND TPS-TGT TYPE IN MATHEMATICS LEARNING IN CLASS VIII AT SMPN 1 MAKASSAR. Jurnal Daya Matematis, 4(3), 313-326.
Beaton, Mullis, Martin, Gonzales, Kelli, Smith. (1996). ‘Mathematics Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study (TIMSS)’.Chestnut Hill, MA: TIMSS International Study Center Boston Coolege.
Brandon,P.,Newton,B.J., andHammond,O.W. (1985). The Superiority of Girls over Boys in Mathematics Achievment in Hawaii. Paper presented at annual meeting of American Educational Research Association.
Casey, M. Beth., Nuttall, R. L., Pezaris, E, (2001). Spatial Mechanical Reasoning Skils Versus Mathematics Self-Confidence as Mediators of Gender Differences on Mathematics Subtests Using Cross-National Gender-Based Items, Journal for Research in Mathematics Education. 32, 29- 56.
Dinda Pratiwi, Dona, (2015). ‘Analisis Kemampuan Komunikasi Matematis Dalam Pemecahan Masalah Matematika Sesuai Dengan Gaya Kognitif Dan Gender’, Jurnal Pendidikan Matematika, 6.2 , 40–52
Edward A Silver, (2013). Teacing And Learning Mathematical Problem Solving. New York: Routledge Tylor Group.
Jagtenberg, Tom and D’Alton, Phillip (ed) (1995), Four Dimensional Social Space Class, Gender, Ethnicity and Nature A reader inAustralian social sciences, Second Edition, Harper Educational, Sydney.
Pithers R. T. (2002). Cognitive learning style: a review of the field dependent-field independen approach, Journal of Vocational Education & Training, 54:1, 117-132, University of Technology: Sydney, Australia.
Keitel, Christine. (1998). Social Justice andMathematics Education Gender, Class,Ethnicity and the Politics of Schooling. Berlin: Freie Universität Berlin.
Maccoby, E & Jacklyn. (1974). C, The Psychology of Sex Differences. Standford CA: Standford University Press.
Martha Carr, Heather Davis. (2001). ‘Gender Differences in Arithmetic Strategy Use: A Function of Skill and Preference’, Contemporary Educational Psychology, 26.3. 33–47
Nasrul, Moh. (2016). ‘Representasi Matematis Siswa SMA Dalam Memecahkan Masalah Persamaan Kuadrat Ditinjau Dari Perbedaan Gender’, 7.2. 45–52
NCTM, (2000). Principles and Standards Mathematics. Reston, VA: Author.
Oecd, (2016). ‘Pisa 2015’.
Pithers R. T. (2002). Cognitive learning style: a review of the field dependent-field independent approach, Journal of Vocational Education & Training, 54:1, 117-132, University of Technology: Sydney, Australia.
Polya, G. (1973). Howto Solve It: A New Aspect of Mathematical Method. United State of America: Princenton University Press, Princenton, New Jersey.
Zubaidah Amir MZ, ‘Perspektif Gender Dalam Pembelajaran Matematika’, 14–31