Error Analysis of Newman to Solve the Geometry Problem in Terms of Cognitive Style

Zamzam, Kenys Fadhilah; Patricia, Firda Alfiana

doi:10.2991/incomed-17.2018.5

Cited by 5 publications

(7 citation statements)

References 1 publication

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“…This is in line with the opinion of (Noutsara, et al, 2021) that one of the characteristics of the difficulties of Transformation is that the subject is unable to determine solutions to overcome problems or fails to determine the strategies and procedures to be used (Junaedi, Suyitno, Sugiharti & Eng, 2015). In addition, difficulties at this stage can occur due to failure to know what is needed so that the problem can be solved (Zamzam & Patricia, 2017). The next stage is Process Skill, subjects with low categories experience difficulty at this stage marked by the subject not writing down the complete calculation process so that questions can be answered that occur because the subject experienced difficulties at the previous stage.…”

Section: Figure 11 Test Results Of S5 (Number 2)supporting

confidence: 70%

Analysis Of Mathematics Learning Difficulties In Solving Story Problems Based On Newman's Error Analysis

Ashari

Ugi²,

Pakan³

et al. 2023

Mathline

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This study aims to analyze the difficulty of learning mathematics in solving story problems based on Newman's Error Analysis. A total of 22 students were selected by 6 students to be interviewed subjects. The method used in this study is descriptive qualitative with data collection techniques in the form of tests and interviews. Data were analyzed using miles and Huberman data analysis which included data collection, data reduction, data presentation, and conclusion. The results showed that subjects in the high category experienced difficulties at the Transformation, Process Skill, and Encoding stages. Meanwhile, subjects with moderate categories experience difficulties in the Reading, Comprehension, Transformation, Process Skill, and Encoding stages. As well as subjects in the low category also experience difficulties in the Transformation, Process Skill, and Encoding stages.

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Section: Figure 11 Test Results Of S5 (Number 2)supporting

confidence: 70%

Analysis Of Mathematics Learning Difficulties In Solving Story Problems Based On Newman's Error Analysis

Ashari

Ugi²,

Pakan³

et al. 2023

Mathline

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show abstract

“…The cognitive style has been recognized as a fundamental characteristic of individual cognitive processes (Yang et al, 2013). The relationship between cognitive-style and learning achievement shows a positive and statistically significant correlation (Zamzam & Patricia, 2018). Cognitive style is the process of how students think about what they are learning (Motvaseli & Lotfizadeh, 2015;Udiyono & Yuwono, 2018).…”

Section: A Introductionmentioning

confidence: 96%

“…One of the goals of learning mathematics is the ability to solve problems. Problem-solving plays a crucial role in mathematics education because it can train students to think mathematically (Zamzam & Patricia, 2018). Problem-solving can be defined as finding the proper steps to deal with existing gaps (Rahman & Ahmar, 2017).…”

Section: A Introductionmentioning

confidence: 99%

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

Santoso

Cholily

Syaifuddin

2021

JTAM

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This study aimed to determine the students’ errors classified as Field Independent (FI) and Field Dependent (FD) in solving essay HOTS questions based on Watson criteria and to find out the causes of errors experienced by FI and FD types of students in finishing those questions. This was qualitative research which implemented the case study method. This research was carried out at Junior High School 3 Kepanjen Malang of 2019/2020 academic year. Research subjects were determined based on The Group Embedded Figures Test (GEFT) test results. From the test, two students were selected from each type of cognitive style. The applied data collection included tests and interviews. The qualitative data analysis applied four stages: data reduction, data presentation, conclusion, and verification. The results showed that FI students experienced errors in manipulating calculation, false conclusions, incorrect use of mathematical formulas, and false calculation. On the other hand, FD students had errors in mathematical operation signs, erroneous formula writing, irresponsive to problems, errors of manipulating calculation, and not writing mathematical formulas.

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“…These data indicate that the students generally have low performance. According to Zamzam and Patricia (2018), problem solving plays an important role in mathematics education because it could train students to be mathematicallyminded. The focus is always on processing when teaching Mathematics.…”

Section: Introductionmentioning

confidence: 99%

PACE Technique to Error Categories: Its Effectiveness in Improving Word Problem Performance in Mathematics among the 7th Grade Students

Coloma,

Ibarra,

Mukminin

et al. 2023

QAJ

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This research determined the effectiveness of the PACE (Present the error, Analyze the error, Correct the Error, Explain the error) technique in improving the mathematics performance in solving word problems among 7th Grade students in Harnett Central Middle School, North Carolina, USA. The study utilized quasi-experimental research design with a validated researcher-made 7th Grade Mathematics test as the main instrument. The test was administered to 38 students before and after the implementation of the PACE technique. The data collected were treated using frequency counts, means, rates, Newman’s error analysis tool and t-test for dependent means. Before the implementation of the PACE technique, the students had a fair performance in solving word problems. In terms of their errors, transformation was the major error category in proportional relationships, reasoning about equations and inequalities and geometric and measurement reasoning; comprehension in reasoning with rational numbers, probabilistic reasoning and reasoning about population samples and comparing populations; and processing in reasoning about expressions. On the other hand, the students got an outstanding performance after the implementation of the PACE technique. After using the PACE technique, majority of the students had no errors in proportional relationships, reasoning with rational numbers, reasoning about expressions and reasoning about equations and inequalities; encoding errors in probabilistic reasoning and geometric and measurement reasoning; and transformation errors in reasoning about population samples and comparing populations. There was also a significant difference between the level of performance of students before and after using the PACE technique. Reading, comprehension, transformation and encoding are the error categories the PACE technique was most appropriate. And lastly, the PACE-Based 7th Grade Mathematics Workbook is very highly valid.

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Error Analysis of Newman to Solve the Geometry Problem in Terms of Cognitive Style

Cited by 5 publications

References 1 publication

Analysis Of Mathematics Learning Difficulties In Solving Story Problems Based On Newman's Error Analysis

Analysis Of Mathematics Learning Difficulties In Solving Story Problems Based On Newman's Error Analysis

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

PACE Technique to Error Categories: Its Effectiveness in Improving Word Problem Performance in Mathematics among the 7th Grade Students

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