High School Students’ Responses in Solving Linear Program Problems Based on SOLO Taxonomy Viewed from Mathematical Disposition

Abstract

Abstract In mathematics learning, students need a cognitive domain that is supported by an equivalent affective domain. One of the factors students can master or like math is that they must have an interest and curiosity in learning mathematics. Interest of students can solve mathematics problems more efficiently. The combination of affinity and interest in learning mathematics will form a positive attitude which is often called a mathematical disposition. Mathematical disposition is students’ beliefs and attitudes about mathematics that support the tendency to see mathematics as reasonable and useful as well as the role he or she believes diligence plays in solving mathematical tasks. SOLO taxonomy can be classified into five levels ranging from simple to high levels, pre-structural, uni-structural, multi-structural, relational, and extended abstract. This study uses descriptive qualitative research that has the purpose of describing level response of students who have high, medium, and low mathematical disposition categories. The subjects in this study were senior high school students in the City of Kediri with a purposive sampling technique in a class of 35 students and obtained three subjects which represent every category of mathematical disposition. The results of this study are (1) Student with high mathematical disposition is at the extended abstract level, (2) Student with medium mathematical disposition is at the multi-structural level, (3) Student with low mathematical disposition is at the pre-structural level.