Analisis Kesalahan Peserta Didik Dalam Menyelesaikan Soal Aljabar Model Pisa Pada Konten Change and Relationship Berdasarkan Nea (Newman's Error Analysis)

Susilawati, Leni; Farida, Nur; Pranyata, Yuniar Ika Putri

doi:10.24269/silogisme.v5i1.2577

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Several studies have used scoring rubrics to measure problem-solving and proving abilities based on Polya's version of problem-solving steps (Anhar et al, 2019;Kurniawan et al, 2019;Mahfuddin & Caswita, 2021;Riyadi et al, 2021). Another version of using a scoring rubric to measure problem-solving or proving skills can also be adopted from Newman's criteria, even though Newman's criteria are used to see the types of errors that may occur in solving mathematical problems (Arifin, 2021;Cahyani et al, 2020;Clements & Ellerton, 1996;Fallo et al, 2021;Firdaus, 2021;Nurikawai et al, 2021;Singh et al, 2010;Siskawati, 2020;Sutama & Indriyani, 2021;Wardhani & Argaswari, 2022;White, 2009). Related to a person's process in solving problems, Newman (as cited in White, 2009, p. 251) explains that there are five sequential steps that a person must go through in solving problems.…”

Section: Figure 1 Problem Visualizationmentioning

confidence: 99%

Scoring rubric design to measure the ability to prove plane geometry problems not accompanied by image visualization

Ariawan,

Ardana,

Divayana

et al. 2024

jel

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Proof of the type of problem not accompanied by image visualization will require a longer flow and process than proof of the kind of problem accompanied by image visualization. The ability of students to prove problems, especially problems not accompanied by image visualization, must be adequately expressed and objectively. For that, we need an instrument that can reveal the ability to prove the case of these problems. This research has successfully designed a scoring rubric that can be explicitly used to measure students' proving abilities on problems not accompanied by image visualization. Aspects developed in the scoring rubric include making image visualizations according to the information in the questions. These include sub-aspects of image accuracy and completeness of labels, initial steps of proving, preparation of conjectures, flow of proving, and support for valid arguments for statements made. Based on the validation from the experts, the scoring rubric developed was declared valid and ready to be used to measure the student's proving ability on plane geometry, proving problems not accompanied by image visualization.

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Section: Figure 1 Problem Visualizationmentioning

confidence: 99%

Scoring rubric design to measure the ability to prove plane geometry problems not accompanied by image visualization

Ariawan,

Ardana,

Divayana

et al. 2024

jel

View full text Add to dashboard Cite

show abstract

Analysis of multi-representation ability to solve algebra problem

Nirawati

Darhim

Fatimah

et al. 2020

J. Phys.: Conf. Ser.

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The phenomenon that occurs in everyday life, one of the mathematical topic that was difficult to understand by students is algebraic. In algebra, there are many symbols that make students difficult to understand and understand the concept of algebraic material. This research aims to describe the ability of multi-representation in solving algebraic problems based on students’ mathematical skills (high, moderate and low). Furthermore, the type of research used was descriptive research. The subject of research in this study is class VIII students SMP Negeri 13 Singkawang, odd semester of the school year 2017/2018 Overall the research results show the multi-representation that the student presented to the verbal representation of the average percentage of 54.46%, The average visual representation of the percentage was 59.09% while for symbol representation was obtained an average percentage of 48.92%. In this case, a highly capable subject presents a solution through various representations (verbal, visual and symbol) For medium-capable subjects, it was able to give an answer with symbolic and verbal representation and lacking in visual representation presentation. As for low-capability subjects are less able to present solutions in visual, verbal and symbolic representations.

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Analisis Kesalahan Peserta Didik Dalam Menyelesaikan Soal Aljabar Model Pisa Pada Konten Change and Relationship Berdasarkan Nea (Newman's Error Analysis)

Cited by 2 publications

References 2 publications

Scoring rubric design to measure the ability to prove plane geometry problems not accompanied by image visualization

Scoring rubric design to measure the ability to prove plane geometry problems not accompanied by image visualization

Analysis of multi-representation ability to solve algebra problem

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