The Role of Junior High School Students in Group Discussions to Solve Fermi Problems
DOI:
https://doi.org/10.35194/jp.v14i2.5718Keywords:
collaborative learning, fermi problems, group discussion, positioning theory, student rolesAbstract
This study investigates how junior high school students adopt and shift roles during group discussions while solving Fermi problems, using Positioning Theory as an analytical framework. The study employs a qualitative-descriptive approach with the subjects of eight students of class IX PD-CI MTsN 1 Kediri who were divided into two groups selected using purposive sampling techniques. Data were collected from audio and video recordings of group discussions, which were transcribed and coded for patterns of positioning, negotiation, and interaction, along with students’ written responses. The findings reveal that students take on different roles: novices often participate passively, facilitators organize the discussion and encourage participation, while experts contribute key information and guide reasoning. Some groups demonstrated dynamic role shifts throughout the activity, reflecting increased engagement and conceptual understanding, whereas others maintained more static participation patterns, limiting opportunities for collaborative idea exploration. This study uniquely analyzes role shifts among junior high school students through Positioning Theory in the context of Fermi problems. These findings highlight the importance of monitoring and structuring collaborative activities to promote equitable participation. For mathematics educators, understanding positioning patterns can inform instructional strategies, such as role rotation, supporting novice participation, and designing Fermi problems that foster active collaborationReferences
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Zhang, S., Chan, M. C. E., & Cao, Y. (2019). Studying Student Interactive Positioning in Collaborative Mathematics Problem Solving: The Case of Four Chinese Students. Mathematics Education Research: Impacting Practice (Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia), 787-794. https://eric.ed.gov/?id=ED604501
Brunet-Biarnes, M., & Albarracín, L. (2024). Exploring the negotiation processes when developing a mathematical model to solve a Fermi problem in groups. Mathematics Education Research Journal, 36(1), 177–198. https://doi.org/10.1007/s13394-022-00435-9
Campbell, T. G., & Hodges, T. S. (2020). Using positioning theory to examine how students collaborate in groups in mathematics. International Journal of Educational Research, 103. https://doi.org/10.1016/j.ijer.2020.101632
DeJarnette, A. F., & González, G. (2015). Positioning during group work on a novel task in Algebra II. Journal for Research in Mathematics Education, 46(4), 378–422. https://doi.org/10.5951/jresematheduc.46.4.0378
Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247–284. https://doi.org/10.1080/10508400902797958
Firmansyah, F. F., Sa’dijah, C., Subanji, S., & Qohar, A. (2022). Characterizations of Students’ Metacognition in Solving Geometry Problems through Positioning Group Work. TEM Journal, 11(3), 1391–1398. https://doi.org/10.18421/TEM113-50
Fitri, A., Kurniawati, N., & Mubaroh, Z. (2021). Respon peserta didik dalam memecahkan masalah matematika berdasarkan taksonomi SOLO (Structure of Observed Learning Outcome). Majamath: Jurnal Matematika dan Pendidikan Matematika, 4(2), 153-159
Gustafsson, P. (2024). Exploring and developing a framework for analysing whole-class discussions in mathematics. Research in Mathematics Education. https://doi.org/10.1080/14794802.2023.2292263.
Harahap, Nursapia. (2020). Penelitian Kualitatif. Sumatera Utara: Wal Ashri Publishing.
Jennah, M., & Subanji. (2024). Phenomenon?: Jurnal Pendidikan MIPA Analysis Of Student Positioning In Group Discussions On The Material Of Functional Relations To Students Activeness Analisis Pemosisian Siswa Dalam Diskusi Kelompok Pada Materi Relasi Fungsi Terhadap Keaktifan Siswa Abstrak. 14(1), 41–62.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Panduan penguatan profil pelajar Pancasila. Jakarta: Kemendikbudristek.
Muslim, M., Nusantara, T., Sudirman, S., & Irawati, S. (2024). The causes of changes in student positioning in group discussions using Polya’s problem-solving and commognitive approaches. Eurasia Journal of Mathematics, Science and Technology Education, 20(9). https://doi.org/10.29333/ejmste/15148
Radebe, N., & Mushayikwa, E. (2023). Bloom’s Taxonomy and Classroom Talk: Exploring the Relationship Between the Nature of Small Group Discussion Tasks and the Quality of Learners’ Talk. African Journal of Research in Mathematics, Science and Technology Education, 27(1), 14–24. https://doi.org/10.1080/18117295.2023.2172037
Ridho, R., Sustyorini, E. N., Hanifah, A. I., & Titin. (2023). Gesture kolaboratif siswa dalam diskusi kelompok menyelesaikan masalah matematika ditinjau dari teori pemosisian. EDU-MAT: Jurnal Pendidikan Matematika, 11(2), Artikel e16968. https://doi.org/10.20527/edumat.v11i2.16968
Sari, A. N., Subanji, S., & Sisworo, S. (2021). Analisis Interaksi Siswa Pada Aktivitas Diskusi Kelompok Dalam Pembelajaran Matematika Secara Daring. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2636–2651. https://doi.org/10.31004/cendekia.v5i3.949
Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: a case study. Educational Studies in Mathematics, 105(3), 303–324. https://doi.org/10.1007/s10649-020-09973-0
Segura, C., & Ferrando, I. (2021). Classification and analysis of pre-service teachers’ errors in solving fermi problems. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080451
Zhang, S., Chan, M. C. E., & Cao, Y. (2019). Studying Student Interactive Positioning in Collaborative Mathematics Problem Solving: The Case of Four Chinese Students. Mathematics Education Research: Impacting Practice (Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia), 787-794. https://eric.ed.gov/?id=ED604501
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2025-12-07
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