Error Analysis of Fifth-Grade Students of Elementary School in Geometry Problem Solving Based on Newman's Procedure

Widiawati, Meti; Surya, Anesa; Istiyati, Siti; Sukarno, Sukarno

doi:10.13189/ujer.2020.080503

Cited by 5 publications

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“…Furthermore, the three students were interviewed. Based on the work of the three students, the researchers analyzed the work and results of student interviews using error indicators based on Newman's Theory which was modified from Widiawati et al (2020) as in Table 1.…”

Section: Methodsmentioning

confidence: 99%

“…There are five stages in solving math problems based on Newman's Error Analysis (NEA); reading, comprehension (understanding the problem), transformation, process skills, and encoding (writing the final answer). Therefore, students are expected to be able to solve math story problems according to procedures without any mistakes at each stage (Dewi et al, 2014;Fatahillah et al, 2017;Oktaviana, 2017;Widiawati et al, 2020;Zamzam & Patricia, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Student errors in solving HOTS based-match story problems with Newman's theory

Badriani

Wyrasti²,

Tanujaya

2022

jel

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Students' ability for HOTS is critical to acquire. However, the PISA survey in 2018 showed that Indonesian participants were at level 1, and the national exam in 2018 indicated that 40% of students had an issue answering HOTS questions. The problem suggests that students solve questions requiring higher-order thinking skills, causing errors. Therefore, the study aimed to analyze student errors based on Newman's Theory in solving HOTS-based math story problems. The method applied for qualitative research with a descriptive approach. Data collection involved 126 grade IX students using HOTS-based math story tests, interviews, and documentation. Students were grouped into three categories from the HOTS-based math story test results: students with good, medium, and low abilities. This step was to find the average and standard deviation of the scores obtained by respondents when completing the given test. Then three students were selected from each category as subjects. The results showed that as many as 50% of students misunderstood the questions, 20% made transformation errors, and 10% errors in reading, processing skills, and encoding. The high error rate of these students shows the poor ability of students to solve HOTS-based math story problems.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student errors in solving HOTS based-match story problems with Newman's theory

Badriani

Wyrasti²,

Tanujaya

2022

jel

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“…The process of designing situations bases on the activity of the lesson investigation of lecturers through their experiential awarenesses. According to many experts, exploring the ways in which high school math teachers bring new meaning to the development of general education (Widiawati et al, 2020;Valoyes Chávez, 2019;Hau et al, 2020). Following the previous theoretical examinations, ; Dan et al (2020), we propose the step-by-step process below:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Testing the effectiveness of the designing and applying process with certain circumstances in geometry teaching

Cường

Tam

Hieu³

2021

lingcure

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According to the theory of active education and Mathematics teaching in secondary schools, there are five steps designed for geometrical knowledge and four stages for the process of applying the examined circumstances. The research objective aims to evaluate the effectiveness and feasibility of the suggestion focused on the process of constructing and manipulating situations in teaching Geometry. The research method uses the case study in the specific teaching process, which was conducted with 24 teachers who have taught Mathematics at secondary schools over three months from August 2019 to October 2019; and 30 secondary school students between May 2020 and July 2020. Finally, the result shows that all teachers agree that the design and application process is appropriate and effective for their lesson. In terms of the student's aspect, the case study reveals that the application of various steps in the process is beneficial for improving geometric deductive and spatial estimation, as well as using theoretical knowledge in the practical situation. Based on the research, this paper will clarify some solutions related to the way to design processes and utilize them in some Geometry content in secondary schools in Vietnam.

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“…However, most of the students experience errors in solving geometry problems. Some empirical studies revealed that students often make errors in solving 3D geometry problems (Hidayati et al, 2020;Riastuti et al, 2017;Sulistyorini, 2018;Widiawati et al, 2020). These reports indicate that most students have not understood the 3D geometry material.…”

Section: Introductionmentioning

confidence: 99%

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Suparman

2022

JASME

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This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.

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Error Analysis of Fifth-Grade Students of Elementary School in Geometry Problem Solving Based on Newman's Procedure

Cited by 5 publications

References 0 publications

Student errors in solving HOTS based-match story problems with Newman's theory

Student errors in solving HOTS based-match story problems with Newman's theory

Testing the effectiveness of the designing and applying process with certain circumstances in geometry teaching

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

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