A Cognitive Analysis of Students' Activity: An Example in Mathematics

Hérold, Jean-François

doi:10.14221/ajte.2014v39n1.10

Cited by 11 publications

(5 citation statements)

References 28 publications

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“…[8] mentions "Children's magnitude knowledge, or representations of negative numbers, are less well understood. [4] adds up, low student understanding and knowledge of integer operating procedures and rules can cause students to make mistakes in solving a matter [9] Basically students have chances to commit procedural errors and concept errors. [9] revealed that reduction operations involving negative integers provide a difficulty for students in resolving mathematical problems.…”

Section: Figure 4 Procep Errors By Student Cmentioning

confidence: 99%

“…Through the work results then teachers can analyze the possibility of student error in particular concept error and student procedure classification. Information related concept and procedural errors will be used by teachers for the improvement follow-up or reflection of learning processes [4] Specifically the study aims to analysis of student errors in integer counting operations. The analysis of student errors is focused on identifying the types of errors and their shapes.…”

Section: Introductionmentioning

confidence: 99%

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“Investigating Students Error When Solving Whole Number Problem”: Case in Procedural Error and Concept Error

Baharuddin¹,

Baharuddin²,

Jumarniati³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The study aims to explore student errors in integer counting operations. The exploration of student error is focused on concept errors and procedurals implemented class VII Secondary School in East Indonesia. A total of 100 students who participated in the study and they were 13-15 Years old. Each student worked on a matter that had been tested for validity and validity, for 40 minutes. The test given consists of 10 matters with summation, subtraction and mixture counting operating material. Analysis of research data is done by exploring the work results of students then grouping based on the type of student error. The test results data is then identified and classified into the shape and type of error. Based on the results of the study, it suggests that in performing integer counting operations, students are highly likely to commit procedural errors and concept errors. The form of procedural errors that students make is: (1) Less thorough in rewriting the matter, (2) Less Efficacy in calculating summation and subtraction results, (3) Forgot to write down negative signs on summation and subtraction results, (4) Mistake of sequence in performing summation and subtraction operations, and (5) Not Writing answers in full. Whereas the form of concept errors that students make is: (1) Errors in summing negative numbers, (2) Errors in subtraction of similar integers (a-b for a

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Section: Figure 4 Procep Errors By Student Cmentioning
confidence: 99%

Section: Introductionmentioning
confidence: 99%

“Investigating Students Error When Solving Whole Number Problem”: Case in Procedural Error and Concept Error
Baharuddin¹,
Baharuddin²,
Jumarniati³
et al. 2021
Advances in Social Science, Education and Humanities Research
1
0
0
0
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“…Melalui hasil pekerjaan maka guru dapat menganilisis kemungkinan kesalahan siswa khususnya kesalahan konsep dan kelasahan prosedur siswa. Informasi terkait kesalahan konsep dan prosedural akan dijadikan oleh guru untuk tindaklanjut perbaikan atau merefleksi proses pembelajaran (Hérold, 2014) Secara spesifik penelitian ini bertujuan untuk analisis kesalahan siswa dalam operasi hitung bilangan bulat. Analisis kesalahan siswa difokuskan pada identifikasi jenis-jenis kesalahan dan bentuknya.…”

Section: A Pendahuluanunclassified

“…Jumlah siswa yang melakukan kesalahan terbanyak adalah pada soal nomor 10 yaitu 48 siswa yang terdiri dari 38 siswa menjawab salah dan 10 siswa tidak menjawab. Ini menunjukkan bahwa item soal yang melibatkan operasi campuran dengan melibat tanda negatif dan lambang operasi pengurangan, memiliki beban kognitif yang berat bagi siswa (Hérold, 2014) Gambar 1. Presentase Jawaban Siswa Berdasarkan analisis hasil kerja siswa, dari 22,3% kesalahan jawaban siswa kemudian diklasifikasi kedalam 3 jenis kesalahan yaitu konsep, prosedural, dan konsep prosedural.…”

Section: Hasil Penelitianunclassified

“…(Young & Booth, 2015) menyebutkan "Children's magnitude knowledge, or representations of negative numbers, are less well understood". (Hérold, 2014) menambahakan, rendahnya pemahaman dan pengetahuan siswa terhadap prosedur dan aturan operasi bilangan bulat dapat menyebabkan siswa melakukan kesalahan dalam menyelesaikan suatu soal (DeWolf et al, 2015) Pada dasarnya siswa berpeluang melakukan kesalahan prosedural dan kesalahan konsep. (DeWolf et al, 2015) mengungkapkan bahwa operasi pengurangan yang melibatkan bilangan bulat negatif memberikan kesulitan tersendiri bagi siswa dalam menyelesaikan masalah matematis.…”

Section: Pembahasanunclassified

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Investigasi Kesalahan Siswa Dalam Menyelesaikan Masalah Bilangan Cacah: Kasus Pada Kesalahan Prosedural Dan Kesalahan Konsep
Baharuddin
¹
,
Jumarniati
²

2021
Proximal
3
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0
0
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Penelitian ini bertujuan untuk eksplorasi kesalahan siswa dalam operasi hitung bilangan bulat. Eksplorasi kesalahan siswa di fokuskan pada kesalahan konsep dan prosedural yang dilaksanakan kelas VII Sekolah Menengah Pertama di Indonesia Timur. Sebanyak 100 siswa yang berpartisipasi dalam penelitian dan mereka berumur 13 – 15 Tahun. Setiap siswa mengerjakan soal yang telah diuji keabsahan dan kevalidannya, selama 40 menit. Tes yang diberikan terdiri dari 10 soal dengan materi operasi hitung penjumlahan, pengurangan dan campuran. Analisis data penelitian dilakukan dengan mengeksplorasi hasil kerja siswa kemudian mengelompokkan berdasarkan jenis kesalahan siswa. Data hasil tes kemudian diidentifikasi dan diklasifikasi kedalam bentuk dan jenis kesalahan. Berdasarkan hasil penelitian, menunjukkan bahwa dalam melakukan operasi hitung bilangan bulat, siswa sangat mungkin melakukan kesalahan prosedural dan kesalahan konsep. Bentuk kesalahan prosedural yang dilakukan siswa yaitu: (1) Kurang teliti dalam menuliskan ulang soal, (2) Kurang Teliti dalam menghitung hasil penjumlahan dan pengurangan, (3) Lupa menuliskan tanda negatif pada hasil penjumlahan dan pengurangan, (4) Kesalahan urutan dalam melakukan operasi penjumlahan dan pengurangan, dan (5) Tidak Menuliskan jawaban secara lengkap. Sedangkan bentuk kesalahan konsep yang dilakukan siswa yaitu: (1) Kesalahan dalam menjumlahkan bilangan negatif, (2) Kesalahan dalam pengurangan bilangan bulat sejenis ( a – b untuk a < b atau (-a) – (-b)), dan (3) Kesalahan dalam melakukan operasi lambang “ – “ dengan bilangan negatif.
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Using Computer Technologies in Design and Technology Education: Teaching-Learning Process
Ginestié
¹

2017
Encyclopedia of Earth Sciences Series
0
0
0
0
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A Cognitive Analysis of Students' Activity: An Example in Mathematics

Cited by 11 publications

References 28 publications

“Investigating Students Error When Solving Whole Number Problem”: Case in Procedural Error and Concept Error

“Investigating Students Error When Solving Whole Number Problem”: Case in Procedural Error and Concept Error

Investigasi Kesalahan Siswa Dalam Menyelesaikan Masalah Bilangan Cacah: Kasus Pada Kesalahan Prosedural Dan Kesalahan Konsep

Using Computer Technologies in Design and Technology Education: Teaching-Learning Process

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