Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika pada Materi Sistem Persamaan Linear Tiga Variabel Kelas X SMAN 1 Cisaat

Azis, Dikri Maulana; Lukman, Hamidah Suryani; Agustiani, Nur

doi:10.21274/jtm.2018.1.2.193-206

Cited by 8 publications

(10 citation statements)

References 1 publication

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“…ST: because it does not use a strategy only using logic In the interview, ST seems unable to determine the right strategy to use. In this case, ST experiences a conceptual error, one of which is an error in determining the strategy or formula to answer the problem in the question (Azis et al, 2018). In another study said that when carrying out the process of solving the problem students could not choose and use what method to use in solving the problem so that students immediately solved the problem without using the method (Wahyuni & Widayanti, 2020).…”

Section: Figure 3 Analysis Problemmentioning

confidence: 99%

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

Faradillah

Humaira

2021

Cendekia

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The purpose of this study was to analyze students' mathematical critical thinking in terms of mathematical resilience and domicile. The method used in this research is descriptive qualitative where the process of selecting the subject uses an application called Winstep. Researchers used 473 high school students from 6 different schools to be the subjects in this study. The technique of taking the subject from research is based on the students' mathematical resilience level so there are 3 categories, namely high mathematical resilience, moderate mathematical resilience and high mathematical resilience. Data collection techniques using questionnaires, tests and interviews. Students are given a questionnaire in advance to determine the subject who will take the next test, namely mathematical critical thinking questions, after which the student's answers are analyzed and the researcher conducts interviews to find out how students solve the problems given and how many indicators the students can solve obtained in this study are students with high mathematical resilience obtain low critical thinking skills, students with moderate mathematical resilience acquire high critical thinking skills and students who have low mathematical resilience obtain moderate critical thinking skills.

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Section: Figure 3 Analysis Problemmentioning

confidence: 99%

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

Faradillah

Humaira

2021

Cendekia

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“…Kesalahankesalahan ini terjadi dikarenakan siswa tidak memahami konsep materi atau terlalu tergesa-gesa akibat waktu yang telah ditetapkan telah habis. (Azis et al, 2018).…”

Section: Metodeunclassified

“…Selain itu, secara garis besar siswa mengalami kesulitan dalam memfokuskan, memakai informasi pada soal, menguraikan pertanyaan, serta kurang mampu dalam menggunakan numerik dan kurang paham konsep materi (Larasati, 2016). Kesalahan prinsip, diikuti kesalahan konsep, kesalahan keterampilan (Zulfah, 2017), dan kesalahan prosedur dalam mengerjakan soal (Azis, Lukman, & Agustiani, 2018;Yuwono, Supanggih, & Ferdiani, 2018) merupakan kesalahan yang paling sering dilakukan siswa.…”

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Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

Sari

Yuwono

2020

jtm

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This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).

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“…In addition, in general, students have difficulty focusing, using information on questions, deciphering questions, Timbul Yuwono, et al (Analysis of Student Errors In Solving Story) and are less able to use numerics and do not understand the concept of material (Larasati, 2016). Principle errors, followed by misconceptions, skill errors (Zulfah, 2017), and procedural errors in working on problems (Azis, Lukman, & Agustiani, 2018;Yuwono, Supanggih, & Ferdiani, 2018) are mistakes that most often done by students Sari & Yuwono (2020) state that High, medium and low skill students in completing the system of linear equations in two variables often make mistakes in operations, processes and conclude using Watson's criteria. Indrawati, Muzaki, and Febrilia (2019) state that information about student thinking processes can be used by teachers to find out the shortcomings of students in solving system of linear equations in two variables.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Student Errors In Solving Story Problems Based on Newman's Stage In Class VII

Yuwono

Rambu

Sumadji

2021

JELMaR

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This study aims to describe the mistakes of students based on the Newman stage in solving the story problems of the One Variable Linear Equation material. This type of research is qualitative descriptive with a descriptive approach. The subjects of this study were 34 students of class VII-F SMP Negeri 17 Malang, consisting of 20 boys and 14 girls for the 2019/2020 school year. Research subjects 30 subjects from class VII-F students were present for analysis. Retrieval of data using written tests to obtain data about students 'mistakes in solving story questions based on Newman stages and interviews to complete the results and strengthen data about students' mistakes. Data analysis techniques include data reduction, data presentation and drawing conclusions. Checking the validity of the data used the source triangulation technique in the form of interviews with 3 students of class VII-F who were selected based on high, medium, and low abilities. Based on the results of the study, it appears that the mistakes made by students based on the Newman procedure, at the reading stage there were no research subjects who made mistakes. At the understanding stage there were 23 subjects who made mistakes, the transformation stage there were 30 subjects who made mistakes, the process skills stage there were 17 subjects who made mistakes and the final answer writing stage there were 29 subjects who made mistakes. The results showed that all students made four types of errors. The causative factor is that there are certain sentences in the questions that cannot be interpreted correctly, forgetting the formulas that must be used, rushing when writing formulas, not mastering the material of One Variable Linear Equations, not being thorough and in a hurry to do the problems.

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Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika pada Materi Sistem Persamaan Linear Tiga Variabel Kelas X SMAN 1 Cisaat

Cited by 8 publications

References 1 publication

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

Analysis of Student Errors In Solving Story Problems Based on Newman's Stage In Class VII

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