Analisis Kesalahan Siswa pada Penyelesaian Soal Cerita Berdasarkan Tahapan Newman

Dinnullah, Riski Nur Istiqomah; Noni, Eudesiana; Sumadji, Sumadji

doi:10.21274/jtm.2019.2.2.175-184

Cited by 8 publications

(8 citation statements)

References 2 publications

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“…Beberapa kesalahan yang siswa lakukan ketika melakukan penyelesaian soal pada mata pelajaran matematika, di antaranya ialah kesalahan saat memahami soal, kesalahan ketika menggunakan rumus, kesalahan pada operasi penyelesaian, serta kesalahan dalam membuat kesimpulan (Cahyani & Sutriyono, 2018). Menurut Newman, siswa yang hendak memecahkan persoalan matematika diharuskan bergerak melewati lima tahap yang berurutan, antara lain (1) kesalahan membaca (reading error); (2) kesalahan memahami masalah (comprehension errors); (3) kesalahan transformasi (transformation errors); (4) kesalahan keterampilan proses (process skills errors); dan (5) kesalahan penulisan jawaban akhir (encoding errors) (Dinnullah et al, 2019).…”

Section: Pendahuluanunclassified

Giving an Individual Tutoring for 8th Grade Student in the Errors of Solving the Problem of Essay Test for Comparative Material in SMPN 232 Jakarta

Aldona

Sampoerno

Hakim

et al. 2022

Jour. Mediv. Veter. Semar.

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This study aims to describe students’ errors in solving the problem of essay test for comparative material based on the type of errors, describe the causes of students making errors, and conduct individual tutoring to minimize and overcome students’ errors. This is action research that conducted in three cycles with Research Subject (RS) for four students of class VIII F SMPN 232 Jakarta. Each RS represents one type of error based on the results of error analysis on initial test that given during pre-cycle, successive factual error, conceptual error, operation error, and principle of error. The instruments used in this study were initial test, end-cycle tests, documentation tools, interview guidelines, tutor guidelines, observation sheets, and field notes. The data was analyzed qualitatively. The results showed that in cycle I, RS1 still made a factual error, RS2 also made a conceptual error, while RS3 and RS4 had not made any errors. In cycle II and III, RS1, RS2, RS3, and RS4 had not made any errors. The cause of the factual error is lack of thoroughness. The cause of the conceptual error is not understanding the concept of the comparison type. The cause of the operation error is lack of thoroughness and haste. The cause of the principle of error is lack of thoroughness. It can be concluded that individual tutoring can minimize and overcome students’ errors in solving the problem of essay test for comparative material. Keywords: students’ error, essay test, individual tutoring, comparative material.

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Section: Pendahuluanunclassified

Giving an Individual Tutoring for 8th Grade Student in the Errors of Solving the Problem of Essay Test for Comparative Material in SMPN 232 Jakarta

Aldona

Sampoerno

Hakim

et al. 2022

Jour. Mediv. Veter. Semar.

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“…Bagi sebagian siswa, soal cerita termasuk pokok bahasan yang sulit dikuasai (Agnesti & Amelia, 2020). Hal ini berdasarkan kesalahan-kesalahan yang siswa lakukan saat mengerjakan soal cerita (Dinnullah, Noni, & Sumadji, 2019), sehingga perlu strategi khusus untuk dapat memecahkan masalah matematika khususnya pada soal cerita.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro

Hidayati

Abdullah

2021

jtm

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The ability to solve problems is a basic ability which is one of the goals of learning mathematics. Contextual Teaching and Learning (CTL) based on ethnomathematics can be a solution to improve students' mathematical problem solving abilities with a cultural approach around students. This study aims to determine the effectiveness of the application of ethnomathematical-based CTL model on the mathematical problem solving abilities of class VIII students of SMP N 1 Bambanglipuro. This research is a quantitative research with a quasi-experimental type. The design of this research is non-equivalent control group design. The population in this study were all eighth grade students of SMP N 1 Bambanglipuro for the 2020/2021 academic year. Purposive sampling technique used to select class VIII A as the control class, conducted 24 students, and class VIII C as the experimental class, conducted 24 students. The instrument used to determine the level of student problem solving is in the form of Prisma essay test material. The data analysis technique used is the average difference test using the t-test. The results showed that the average mathematical problem solving of students with the ethnomathematics-based CTL model was more than the average mathematical problem solving of students with conventional learning. Thus it can be said that the application of ethnomathematical-based CTL is effective in solving students' mathematical problems.

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“…Menurut Magfirah dkk, ketidakmampuan siswa merancang rumus yang sesuai dapat menyebabkan kekeliruan transformasi (Magfirah, Maidiyah, & Suryawati, 2019). Selaras dengan ungkapan Dinnullah dkk yang menyebutkan bahwa siswa yang tidak bisa mengenali metode atau strategi yang tepat dalam menyelesaikan soal yang diberikan (Dinnullah, Noni, & Sumadji, 2019).…”

Section: Kekeliruan Transformasi (Transformation Error)unclassified

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Dimensi Tiga Kelas XI MIPA SMAN 1 Gunung Toar Berdasarkan Teori Newman

Senita

Kartini

2021

J. Res. Math. Learn.

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Tujuan penelitian ini untuk melihat kesalahan atau kekeliruan yang dilakukan siswa pada materi dimensi tiga. Dari tes yang diberikan kepada siswa ditemukan beberapa kekeliruan yang dilakukan oleh siswa, untuk itu perlu dilakukan analisis terhadap kesalahan atau kekeliruan tersebut supaya diperoleh solusi untuk meminimalisir kekeliruan yang akan terjadi selanjutnya. Tahapan analisis kesalahan yang sesuai dan dapat dilakukan untuk soal dimensi tiga merupakan tahapan analisis kekeliruan menurut teori Newman. Penelitian ini dilaksanakan di SMA Negeri 1 Gunung Toar pada semester ganjil tahun pelajaran 2020/2021. Metode penelitian yang digunakan adalah penelitian deskriptif. Teknik pengumpul data yang digunakan dalam penelitian ini adalah teknik tes dan non tes (dokumentasi). Analisis data yang peneliti gunakan yaitu pengolahan data, penganalisisan data dan penafsiran serta uji instrumen yang terdiri dari uji validitas, uji tingkat kesukaran, uji daya pembeda dan uji reabilitas menggunakan Anates. Dari pengolahan data yang diperoleh dapat disimpulkan bahwa kesalahan yang banyak dilakukan siswa adalah pada indikator kekeliruan comprehension error dan kemampuan proses (process skill error)

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Analisis Kesalahan Siswa pada Penyelesaian Soal Cerita Berdasarkan Tahapan Newman

Cited by 8 publications

References 2 publications

Giving an Individual Tutoring for 8th Grade Student in the Errors of Solving the Problem of Essay Test for Comparative Material in SMPN 232 Jakarta

Giving an Individual Tutoring for 8th Grade Student in the Errors of Solving the Problem of Essay Test for Comparative Material in SMPN 232 Jakarta

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Dimensi Tiga Kelas XI MIPA SMAN 1 Gunung Toar Berdasarkan Teori Newman

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