Mathematical Representation of Students in Solving Linear Program Problems


  • Thentria Yohana Sianturi
  • Al Jupri


Mathematical Representation, Solving Problems, Linear Program


The purpose of this study is to describe mathematics representation of vocational high school students in
solving linear program problem. The representation that will be seen is pictorial representation, symbolic
representation and verbal representation of students with varying abilities. The research subjects were 3
students of class XII from one of the Vocational High Schools in Jambi with a variety of high, medium
and low ability levels. The data was collected by giving two linear program problems that the students
would work on, then conducting interviews based on each student's answer sheet to strengthen the test
result data. Answer sheet data and interview results were analyzed and presented in narrative text.
Students with high abilities implement the three forms of representation accurately and are able to change
the form of one representation to another representation. Students with moderate abilities do not
implement pictorial representation and symbolic representation accurately. Low ability students do not
implement pictorial representation in problem solving.


Anwar, R. B., & Rahmawati, D. (2017). Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages. International Education Studies, 10(10), 20.

Arifin, Z. (2021). Penelitian Pendidikan. Remaja Rosdakarya.

Bagus, C. (2018). Analisis Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Lingkaran Pada Kelas VII-B Mts Assyafi’iyah Gondang. Suska Journal of Mathematics Education, 4(2), 115.

Bal, A. P. (2014). The Examination of Representations used by Classroom Teacher Candidates in Solving Mathematical Problems. Educational Sciences: Theory & Practice, 14(6), 2349–2365.

Boonen, A. J. H., Van Wesel, F., Jolles, J., & Van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An itemlevel analysis in elementary school children. International Journal of Educational Research, 68, 15–26.

Debrenti, E. (2015). S Upporting S Tudents in M Athematics. Acta Didactica Napocensia, 8(1), 1–15.

Dündar, S. (2015). The relationships among pre-service mathemat ics teachers’ beliefs about mathematics, mathematics teaching, and use of technology in China. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1363–1378.

Jupri, A., Usdiyana, D., & Sispiyati, R. (2020). Peran Representasi Matematis dalam Pembelajaran Perkalian Bentuk Aljabar melalui Pendekatan Matematika Realistik. Jurnal Elemen, 6(1), 89–98.

Krawec, J. L. (2015). Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.

Moreno-armella, L., & Hegedus, S. J. (2008). From static to dynamic mathemat ics : historical and representational perspectives. Educ Stud Math, 99–111.

Rahmawati, D., Purwanto, P., Subanji, S., Hidayanto, E., & Anwar, R. B. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(4), 367–381.

Sanwidi, A. (2018). STUDENTS ’ REPRESENTATION IN SOLVING WORD. 7(2), 147–154.

Villegas, J. L., Castro, E., & Gutiérrez, J. (2009). Representations in problem solving: A case study with optimization problems. Electronic Journal of Research in Educational Psychology, 7(17), 279–308.