Alfiatuz Zahroh, Lisanul Uswah Sadieda, Siti Lailiyah

Proses Penalaran Abduktif Dalam Menyelesaikan Masalah Aljabar

Introduction

Proses penalaran abduktif dalam menyelesaikan masalah aljabar. Jelajahi penalaran abduktif untuk memecahkan masalah aljabar. Pelajari bagaimana siswa membuat tebakan kreatif dan fleksibel saat solusi tidak jelas, lalu mengevaluasinya.

Abstract

This article aims to describe the abductive reasoning process in solving algebra. In this research, the literature study method was used. Based on the results of studies that have been conducted, abductive reasoning helps students make creative and flexible guesses, especially when the solution is not clear at the start. By applying abductive reasoning to solve algebra problems, students are directed to recognize abductive problems, identify various solutions then select the best solution, and assimilate. The solution found must be re-evaluated because there is no guarantee that the solution obtained from the abductive reasoning process is correct.

Review

This article, titled "Proses Penalaran Abduktif Dalam Menyelesaikan Masalah Aljabar," proposes to describe the abductive reasoning process within the context of solving algebra problems. Utilizing a literature study methodology, the authors assert that abductive reasoning can significantly assist students in generating creative and flexible hypotheses, particularly when the initial path to a solution is unclear. The premise that a structured approach to abductive thinking can enhance problem-solving capabilities in a fundamental mathematical domain like algebra is an intriguing and potentially valuable contribution to mathematics education. The abstract highlights several key strengths and contributions of the proposed work. It outlines a practical pedagogical sequence for students, guiding them to recognize abductive problems, identify diverse potential solutions, select the most promising one, and subsequently assimilate it. This structured application of abductive reasoning, aimed at fostering creative and flexible problem-solving, is commendable. By framing abduction as a method to navigate ambiguity, the article suggests a pathway for students to engage more deeply with complex algebraic challenges, moving beyond rote application of algorithms to a more inferential and exploratory approach. However, the reliance on a "literature study method" means the paper primarily synthesizes existing knowledge rather than presenting novel empirical data. While valuable for conceptual clarification, the claims regarding the effectiveness and student process would benefit from empirical validation or illustrative case studies within the full paper. Furthermore, the abstract appropriately cautions that solutions derived from abductive reasoning are not guaranteed to be correct and require re-evaluation. A robust discussion on the nature of this re-evaluation, perhaps detailing specific verification strategies within algebra, would enhance the practical applicability of the framework. Future work might consider comparing abductive strategies with other reasoning types or exploring their implementation in specific classroom settings.

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