Analysis of students’ mistakes in solving mathematics olympiad problems

Shinariko, Leonardo Jonathan; Saputri, Nety Wahyu; Hartono, Yusuf; Araiku, Jeri

doi:10.1088/1742-6596/1480/1/012039

Cited by 10 publications

(11 citation statements)

References 6 publications

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“…Berdasarkan hasil analisis data tes dan wawancara, kesalahan ini disebabkan oleh siswa sudah memahami permasalahan dalam soal namun tidak dapat menerjemahkannya kedalam bentuk matematika dengan tepat. Sesuai dengan hasil penelitian Shinariko, Hartono, & Araiku (2020) bahwa kesalahan transformasi terjadi ketika siswa mampu memahami soal dari masalah yang diberikan tetapi siswa belum mampu mengubah soal ke dalam bentuk matematika dengan benar atau siswa gagal untuk memilih strategi matematika yang tepat untuk memecahkan masalah. Selain itu menurut Wati & Murtiyasa (2016), siswa melakukan kesalahan dalam transformasi dikarenakan tidak terbiasa belajar sambil berfikir, sehingga siswa tidak mampu mengkaitkan informasi yang diperoleh ke dalam solusi yang tepat.…”

Section: Kesalahan Transformasiunclassified

“…Berdasarkan Gambar 3, hasil jawaban siswa menunjukkan bahwa siswa telah memahami maksud dari soal dan mengetahui rumus yang digunakan namun salah dalam perhitungan. Hal tersebut sesuai dengan hasil penelitian dari Shinariko, Hartono, & Araiku (2020) bahwa kesalahan keterampilan proses terjadi ketika siswa telah mampu memilih operasi atau menentukan strategi diperlukan untuk menyelesaikan masalah tetapi tidak dapat menjalankan prosedur dengan benar atau mengalami kesalahan dalam proses perhitungan matematis. Setelah hasil tes tersebut dianalisis dan dilakukan wawancara didapatlah bahwa penyebab siswa melakukan kesalahan tersebut ialah dikarenakan terburu-burunya siswa dalam menyelesaikan soal dan lemahnya dalam proses perhitungan.…”

Section: Kesalahan Keterampilan Prosesunclassified

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Kesalahan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika Tipe Pisa

Safegi¹,

Hapizah

Hiltrimartin

et al. 2021

INOMATIKA

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This study aimed to determine student errors and the factors that caused students to make mistakes in solving PISA-type math problems. Error analysis was carried out based on Newman's analysis through tests and interviews. This research was conducted in one of the junior high schools in the Province of the Bangka Belitung Islands, involving 26 students. Subjects were selected based on a purposive sampling technique with three considerations: academic ability, teacher recommendations, and student willingness. This study used the descriptive qualitative method. The PISA math test questions tested consisted of change and relationship, space and shape, quantity and uncertainty, and data content. The results showed that reading errors were 40.21%, comprehension errors were 41.86%, transformation errors were 87.29%, process skill error is 90.26%, and the answer writing error is 88.46%. While uncertain and data is the content with the most significant error percentage, which is 82.31%. In general, errors were caused by students who cannot relate PISA questions to the material they usually study, and students were not accustomed to working on PISA questions.

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Section: Kesalahan Transformasiunclassified

Section: Kesalahan Keterampilan Prosesunclassified

Kesalahan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika Tipe Pisa

Safegi¹,

Hapizah

Hiltrimartin

et al. 2021

INOMATIKA

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“…Therefore, a trial and error technique was adopted to solve the problem (Keleş & Yazgan, 2021). Furthermore, the previous steps were used involving making an equation which was detected to be correct, although the equation was not yet completed, hence, causing the subject to be confused in making the required substitutions and eliminations (Shinariko, Saputri, Hartono, & Araiku, 2020). Meanwhile, during the interview, the subject was confused to provide a description, as shown in the transcript of the dialogue below: This showed the difficulties faced by the subject while making the third equation, thus the solution was sought by performing trial and error or logics.…”

Section: The Relational Understanding Valuesmentioning

confidence: 99%

“…This involved the elimination and substitution of previous result through the use of a mathematical model personally created to enhance the ease of calculation. In addition, the subject made an example of motorcycle, car, and van as variables of x, y, and z, as seen in the Figure 4.. Based on the interview, the subject was capable of describing the way of answering the questions correctly; therefore, the subject understood how to solve the problem using mathematical concepts and principles in real contexts (Shinariko, Saputri, Hartono, & Araiku, 2020). Problems that require students to connect mathematical knowledge and real word problem have an effect on students' problem solving abilities 2100| (Novita, Zulkardi, & Hartono, 2012).…”

Section: Relevant Knowledgementioning

confidence: 99%

Students’ Mathematics Educational Values in Problem-Solving at Senior High School

Aisyah

Afissa²,

Scristia³

et al. 2021

AJPM

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AbstrakDalam matematika, kemampuan memahami, menalar, dan menghubungkan matematika termasuk dalam nilai pendidikan matematika. Fakta menunjukkan bahwa nilai-nilai pendidikan matematika belum sepenuhnya terintegrasi dalam pembelajaran matematika, sehingga mempengaruhi kualitas proses pembelajaran. Penelitian ini bertujuan untuk mendekripsikan nilai-nilai pendidikan matematika siswa SMA pada pembelajaran berbasis sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X di SMA Negeri 1 Indralaya yang berjumlah 6 orang siswa. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara untuk mengetahui aktivitas siswa saat menyelesaikan permasalahan matematika dan untuk mengkonfirmasi solusi siswa terhadap masalah tersebut. Berdasarkan analisis data dapat disimpulkan bahwa pemahaman relasional dan pengetahuan teoritis merupakan indikator yang terjadi pada semua subjek, sedangkan indikator penalaran kurang dominan. Untuk penelitian lebih lanjut, disarankan untuk menemukan korelasi antara semua nilai pendidikan matematika.Kata kunci: nilai-nilai pendidikan matematika; pemecahan masalah AbstractIn mathematics, the ability to understand, reason, and connect mathematics is included in the value of mathematics education. The fact shows that the values of mathematics education have not been fully integrated in mathematics learning, as a result, it affects the quality of the learning process. This study aimed to describe senior high school students’ mathematical educational values on problem-solving tasks. It was a qualitative-descriptive study. The subjects were six students of Grade X of SMAN 1 Indralaya. The data were collected through observation, test and interview to perceive the students’ activity while working on the mathematical problem, to determine the mathematic educational values, and to confirm the students’ solutions toward the problem. The results of the study showed that the relational understanding and theoretical knowledge were the indicators that occurred in all subjects, whereas the reasoning indicator was less dominant. For further research, it is suggested to discover the correlation among all mathematical educational values.Keywords: mathematics educational values; problem solving

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“…Kembang Tengah is the core motif of South Sumatra's Songket that has 16 regular sides. This motif is used because using cultural contexts that are close to students in learning mathematics has several benefits, including helping students understand the phenomenon of mathematics from the perspective of their own life experiences (Charmila et al, 2016), reducing the abstract nature of learning mathematics (Francois, 2012), and create a positive perception on mathematics (Araiku et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

Araiku

Kurniadi²,

Pratiwi³

2022

jel

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Many researchers stated that most students struggle to solve higher mathematical problems, including open-ended problems. One of many solutions is to apply a realistic context close to students. Hence, this research aimed to analyze students’ abilities in solving an open-ended mathematical problem using the Songket context, particularly the Kembang Tengah motif. The subjects were 24 seventh graders. The instruments for this descriptive research were an open-ended problem and an interview sheet. The results show that in solving the open-ended problem, 88.33% of students understood the problem, 59.72% were able to construct, and 72.22% applied the plan, while 52.78% wrote the conclusion. No students evaluated their solution to the problem. In implementing open-ended problems in the traditional context, students have different solutions based on their various experiences with the context, problem-solving schema, and mean-putting on the problem. They also applied multiple problem-solving strategies in working the problem. The similarity was the use of assumptions in solving the problem. However, some assumptions were inconsistent, neither their prior work nor other mathematical concepts. Therefore, teachers and researchers need to emphasize students’ written self-evaluation to check and improve their solutions. Another suggestion is to see the metacognitive process in solving the open-ended mathematical problem using a specific tradition. Furthermore, teachers should engage more in using open-ended problems and scaffold students when facing obstacles in solving them.

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Analysis of students’ mistakes in solving mathematics olympiad problems

Cited by 10 publications

References 6 publications

Kesalahan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika Tipe Pisa

Kesalahan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika Tipe Pisa

Students’ Mathematics Educational Values in Problem-Solving at Senior High School

Junior high school students’ abilities in solving the open-ended mathematical problems with the context of Songket motif

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