Analysis of Students Error According to Newman in Solving Mathematics Problems of Algebra in the Form of Story in Second Grade of SMPN 1 Banda Aceh

Abstract

One of the material in mathematics lesson is algebra operation. Algebraic materials require the students to master the concept of algebra that becomes the basis for learning the next material. However, students still make mistakes in solving problems related to algebra operations. Includes the problem solving form of the story problem that adds difficulties for students. The purpose of this study is to find out what the mistakes and causes of mistakes made by students of class VIII SMP Negeri 1 Banda Aceh in solving the story based on Newman procedures. The approach used is a qualitative approach with the type of research is descriptive. Data collection using tests and interviews. The research involves students VIII-1, amounting to 27 students. Subjects of interview research taken 3 of 27 students class VIII-1, with the criteria of students who do a lot errors. Each subject was interviewed related to the results of his work on the algebra operation about story problem. The validity test of the data was done by triangulation technique. The results of the research indicate that the type of mistakes made by the students of grade VIII-1 SMP Negeri 01 Banda Aceh in solving the algebraic story problem are misunderstanding, transforming mistakes, processing skill mistakes, and the error of writing the final answer. Misunderstanding caused by the students forgetting and rushing in doing the problem. The problem of transformation is caused by the weakness of the student’s ability to change the story into algebra and wrong in using the approach. The error of process skill is caused wrongly in calculating algebraic operations. While the error of writing the final answer caused the students did not make conclusions and did not write the final outcome of the settlement. The implication of this study is the need for further research to reduce the students in making the same mistakes. Further research is also needed on the work that students can do to overcome the mistakes made by students as can be seen in this study.

Instrumen Three-Tier Test Berbasis Kemampuan Representasi Matematis untuk Mengetahui Miskonsepsi Siswa

“…Miskonsepsi sebagai pengertian yang tidak akurat akan konsep, penggunaan konsep yang salah, kekacauan dalam konsep-konsep yang berbeda, dan hubungan hirarkis konsep-konsep yang tidak benar (Behera, 2019;Saputra, Setiawan, & Rusdiana, 2019). Selain itu, miskonsepsi bersifat insidental dimana miskonsepsi bukan akibat rendahnya tingkat penguasaan materi pelajaran melainkan disebabkan faktor lain misalnya kurang cermat dalam membaca soal sehingga kurang memahami maksud soal, kurang cermat dalam menghitung karena tergesagesa atau waktu yang tinggal sedikit (Zulfa, 2013;Yunus, Zaura, & Yuhasriati, 2019;Cavanagh dkk., 2020;Chew & Cerbin, 2021). Beberapa pilihan jawaban salah yang diberikan siswa dapat terjadi karena kurangnya pemahaman konsep.…”

The Implementation Effect of Peer Teaching Flipped Classroom on Student's Understanding of Mathematical Concepts in Learning Mathematics

“…The low mathematics learning outcomes of students can not be separated from the difficulties experienced by students in solving math practice questions given by the teacher (S. Widodo et al, 2019). Errors in solving math problems can be seen in the answers made by student's (Yunus et al, 2019). The following is the form of the student's answers to the questions given: From Picture 1, it appears that students have not fulfilled: (1) Indicator 1 is restating a concept, students still have many errors in re-explaining a concept; (2) Indicator 2 is to classify objects according to their properties -certain properties, students are still wrong in grouping a and b for the center of the circle and which one is for the radius of the circle; (3) Indicator 3 is to give examples and nonexamples of the concept because at the completion made by students it appears that students immediately answer the center point with (a, b) which should be the center point of the formula circle is (a/-2, b/-2 ).…”

Newman's Error Analysis: The Errors of 4th Grade Students in Solving TIMSS Problems

“…Although the error analysis carried out can use the Polya steps (Rofi'ah, Ansori & Mawaddah, 2019;Sulistyaningsih & Rakhmawati, 2017), most researchers use the NEA method (Akbar, Hayati, Kurniawan & Hikmah, 2022;Asiasi, Masyhud & Alfarisi, 2022;Fatahillah, 2017;Fitriatien, 2019;Hidayat, Supratman & Lestari, 2022;Magrifah, Maidiyah & Suryawati, 2019;Mahmudah, 2018;Sudiono, 2017;Sunardiningsih, Hariyani & Fayeldi, 2019). According to this method, there are two types of barriers that prevent students from arriving at the correct answer when solving a problem: (1) issues with reading and comprehending the concepts expressed in the problem; and (2) issues with the calculation process, which includes transformation, processing skills, and writing answers (Yunus, Zaura, & Yuhasriati, 2019). Yunus, Zaura, and Yuhasriati (2019) also stated that this method could help to identify students' problem-solving processes.…”

“…According to this method, there are two types of barriers that prevent students from arriving at the correct answer when solving a problem: (1) issues with reading and comprehending the concepts expressed in the problem; and (2) issues with the calculation process, which includes transformation, processing skills, and writing answers (Yunus, Zaura, & Yuhasriati, 2019). Yunus, Zaura, and Yuhasriati (2019) also stated that this method could help to identify students' problem-solving processes. Furthermore, identification and analysis can be more focused, methodical, and orderly by applying Newman's Error Analysis (Clements, 1980).…”