scholarly journals Students’ Error on Proof of The Group with “Satisfy Axioms Proof” based on Newman Error Analysis

2021 ◽  
Vol 2123 (1) ◽  
pp. 012024
Author(s):  
Suradi ◽  
Nurwati Djam’an
Keyword(s):  
Group Theory ◽  
Error Analysis ◽  
Transformation Process ◽  
Research Data ◽  
Symbolic Form ◽  
Process Skill ◽  
Group 4 ◽  
Reading Errors ◽  
Final Answer ◽  
Academic Year

Abstract This study aims to analyze students’ errors in solving proof problems on group theory, focus on proofs with satisfying axioms proof. The analysis used refers to the Newman Error Analysis, namely: reading, understanding, transformation, process skills, and coding. The participants in this study consisted of students at the Mathematics Department that enrolled in the group theory course during the odd semester of the 2021/2022 academic year in Universitas Negeri Makassar. Research data was obtained through tests, followed by interviews based on student answers from the test. Based on the results of the error analysis conducted in this study, it can be concluded that: (1) There were no reading errors; (2) Comprehension error was incorrectly write down the meaning of what is known from the problem in symbolic form; (3) Transformation error was error determining the type of proof, mistake write down a formula to show an axiom in the group; (4) Process skill error was an error using arithmetic operations for the validity of an axiom; and (5) Encoding error was an error in writing the final answer, wrong evaluation to conclude.

scholarly journals ANALISIS TIPE KESALAHAN BERDASARKAN TEORI NEWMAN DALAM MENYELESAIKAN SOAL CERITA PADA MATA KULIAH MATEMATIKA DISKRIT

2018 ◽  
Vol 5 (2) ◽  
pp. 22 ◽  
Author(s):  
Dwi Oktaviana
Keyword(s):  
Qualitative Approach ◽  
Discrete Mathematics ◽  
Error Processing ◽  
Study Program ◽  
Test Items ◽  
Descriptive Research ◽  
Reading Errors ◽  
Essay Tests ◽  
Final Answer ◽  
Academic Year

<p>This research aims to analyze the students' mistakes in soving math essay-tests on the discrete Mathematics using Newman error category. This descriptive research used qualitative approach. The subjects of this research are the 7th semester students of math study program of IKIP PGRI Pontianak in academic year 2016/2017. The instrument of this research was the test items analized by Newman error category and interviews. Based on the results of data analysis it can be concluded that (1) 24% of reading errors were in form of not knowing the meaning, (2) 24%  of comprehension error is not knowing what to look for (3) 54.67% of transformation error is in form of generating function of the problem (4) 88% of error processing skill is in form of errors in the calculation and (5) 89.33% of encoding error is in form of mistakes in making  final answer of the test.</p>

scholarly journals PENGARUH PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA DI SMA ANTARTIKA SIIDOARJO

2016 ◽  
Vol 6 (2:) ◽  
pp. 1-6
Author(s):  
Ainur Rosita ◽  
Erlin Ladyawati
Keyword(s):  
Creative Thinking ◽  
Research Data ◽  
T Test ◽  
Homogeneity Test ◽  
Foreseeable Future ◽  
Know How ◽  
Normality Test ◽  
Final Answer ◽  
Academic Year

This research supported by time progress more advanced. Where future need people who have high levels of creativity. That is why students for the foreseeable future must be more sharpening the capacity to think creative. But the important role of teacher, no less important that approach learning held at the time. To make students creative thinking, students are faced with the problem open-ended goals not oriented in the final answer but more emphasis on the process of to get answers. The formulation of the research is “can influence open-ended approach of the ability of creative thinking mathematically students?“ the purpose of this research is to know how big the influence of open-ended approach of the ability of creative thinking mathematically students”. In this research to measures the creative thinking mathematically students do with the tests the ability of creative thinking that leads to the creative thinking that: mathematical  that: elaboration , flexibility , the problem sensitivity , originality , and fluency. The population in this research is the students of SMA Antartika Sidoarjowith the sample class XI MIPA 3 as a class experiment and XI MIPA 4 as a control class. Research data obtained analyzed using normality test, homogeneity test and t-test. Ho hypothesis research: no influence open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016, while H1: there is the influence of open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. its testing criteria that its tarithmetic<ttable. Of calculation t-test obtained 2,594>1.98932, Ho rejected it means. So that in this study concluded that there is influence open-ended approach towards the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. Keywords: Open-ended approach,creative thinking mathematical.

scholarly journals Analisis Kesalahan dalam Menyelesaikan Soal Cerita Matematika ditinjau dari Gaya Belajar Siswa

2021 ◽  
Vol 1 (3) ◽  
pp. 348-358
Author(s):  
Emi Lara Safitri ◽  
Sudi Prayitno ◽  
Laila Hayati ◽  
Hapipi Hapipi
Keyword(s):  
Learning Styles ◽  
Error Analysis ◽  
Learning Style ◽  
Visual Learning ◽  
Transformation Process ◽  
Research Subjects ◽  
Process Skill ◽  
Kinesthetic Learning ◽  
Word Context ◽  
Causes Of Errors

This study aims to describe the errors and the causes of errors in solving mathematics word context problem in the topic of absolute value. Based on Newman’s Error Analysis terms of  student’s lerning styles. Error analysis must continue to be carried out so that teachers know the types, causes, and solutions to overcome student errors. This type of research is descriptive qualitative.The research subjects of class X MIA 1 SMAN 1 Janapria academic year 2020/2021 were selected by purposive sampling. To deepen the research results, 2 students were selected from each type of learning style. Data collection techniques used are learning style questionnaire, diagnostic tests, and interviews. Data analysis technique used data reduction, data presentation, and conclusion. Based on the  results of the data is (i) students with visual learning style and audits mostly made errors in stage of transformation, process skill, and encoding. While  students with kinesthetic learning style mostly made errors in stage of comprehension, transformation, process skill, and encoding, (ii) the causes of mistakes for both students with visual, auditory, and kinesthetic learning styles are that students less understanding of the prerequisite lessons, cannot make mathematical models, and not know the steps to solve problems.

scholarly journals DESKRIPSI KESALAHAN SISWA KELAS XI IPS SMA NEGERI 1 KOTA JAMBI DALAM MENYELESAIKAN SOAL KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI NEWMAN ERROR ANALYSIS

2021 ◽  
Vol 5 (2) ◽  
pp. 134
Author(s):  
Mauli Dariantie ◽  
Aisyah Aisyah ◽  
Akhmad Faisal Hidayat
Keyword(s):  
Error Analysis ◽  
Qualitative Approach ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Process Skill ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Interview Methods ◽  
The Subject ◽  
Final Answer

ABSTRAKPembelajaran matematika yang ingin dicapai salah satunya adalah memahami konsep matematis.Lemahnya  pemahaman  konsep  matematis  membuka  peluang  terjadinya  kesalahan.  Kesalahan secara spesifik meliputi kesalahan memahami soal, kesalahan membuat model matemat ika dan kesalahan menginterprestasikan jawaban kalimat matematika. Tujuan dari  Penelitian ini bertujuan untuk mendeskripsikan kesalahan yang dilakukan siswa kelas XI IPS SMA Negeri 1 Kota Jambi dalam menyelesaikan tes kemampuan pemahaman konsep matematis ditinjau dari Newman Error Analysis. Jenis penelitian ini adalah penelitian deskriptif dengan menggunakan pendekatan  kualitatif.  Pengumpulan  data  dilakukan  dengan  menggunakan  menggunakan metode tes dan wawancara. Subjek penelitian diambil 2 siswa dari 18 siswa kelas XI IPS -3SMA Negeri 1 Kota Jambi. Hasil penelitian menunjukan bahwa kesalahan yang muncul saat siswa  menyelesaikan soal adalah : (1) kesalahan Memahami  (Comprehension Error)  yang meliputi subjek tidak mampu memahami keseluruhan pertanyaan pada penyelesaian pertidaksamaan, berdasarkan  lembar  penyelesaian  subjek  hanya  menjawab pertanyaan sebagian  saja tidak  sesuai dengan permintaan soal. (2) kesalahan keterampilan proses (Process Skill Error) yang meliputi subjek tidak mampu menjalankan prosedur   atau langkah-langkah dengan benar terkait   materi program linear, dan subjek salaah dalam melakukan oprasi perhitungan. (3) kesalahan penulisan (Encoding Error) yang meliputi subjek tidak menuliskan jawaban akhir sesuai dengan kesimpulan. berdasarkan lembar penyelesaian subjek tidak menuliskan jawaban akhir sesuai dengan permintaan soal. Kata kunci :  Matematis; Newman Error Analysis; Pemahaman Konsep. ABSTRACTOne  of  the  learning  mathematics  that  wants  to  be  achieved  is  to  understand  mathematicalconcepts. Weak understanding of mathematical concepts opens the opportunity for errors to occur. Specific errors include errors in  understanding  the problem,  errors in  making  mathematical models and errors in interpreting the answers to mathematical sentences. The purpose of this study was to describe the errors made by class XI IPS students at SMA Negeri 1 Jambi City in completing the test of ability to understand mathematical concepts in terms of Newman Error Analysis. This type of research is descriptive research using a qualitative approach. Data was collected using the test and interview methods. The research subjects were taken 2 students from18 students of class XI IPS-3 SMA Negeri 1 Jambi City. The results show that the errors that arisewhen students solve problems are: (1) Comprehension Errors which include the subject not being able to understand the whole question in solving the inequality, based on the completion sheet the subject only answers part of the question that is not in accordance with the question request. (2) Process Skill Error which includes the subject not being able to carry out procedures or steps correctly related to linear programming material, and the subject is wrong in performing calculation operations. (3) writing error (Encoding Error) which includes the subject not writing the final answer according to the conclusion. based on the completion sheet the subject does not write the final answer according to the question request. Keywords : Mathematical; Newman Error Analysis; Understanding Draft.

scholarly journals Analisis kesalahan siswa dalam menyelesaikan soal cerita program linear berdasarkan Newman’s error analysis

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Suratih Suratih ◽  
Heni Pujiastuti
Keyword(s):  
Data Analysis ◽  
Error Analysis ◽  
Word Problems ◽  
Descriptive Analysis ◽  
Linear Program ◽  
Common Error ◽  
Reading Errors ◽  
Qualitative Descriptive ◽  
Final Answer ◽  
Mathematical Operations

Tujuan penelitian ini adalah untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita program linear. Subjek dari penelitian ini yaitu siswa kelas XI SMAN 5 Kota Serang (n = 30). Pengumpulan data menggunakan tes tertulis dan dokumentasi. Analisis data menggunakan analisis deskriptif kualitatif. Dalam analisis ini, kesalahan siswa dikategorikan berdasarkan Newman’s Error Analysis. Hasil penelitian menunjukkan bahwa masih banyak siswa yang melakukan kesalahan dalam menyelesaikan soal cerita program linear. Kesalahan yang paling banyak terjadi adalah kesalahan penulisan jawaban akhir, sedangkan kesalahan yang paling sedikit terjadi adalah kesalahan transformasi. Kesalahan membaca terjadi karena siswa tidak mampu memaknai kalimat dengan tepat dan tidak mampu menemukan kata kunci atau informasi dalam soal. Kesalahan memahami soal terjadi karena siswa keliru dalam menuliskan apa yang diketahui dan ditanyakan dalam soal. Kesalahan transformasi terjadi karena siswa tidak mampu mentransformasikan masalah ke dalam model matematika dan tidak teliti dalam melakukan operasi matematika. Kesalahan keterampilan proses terjadi karena siswa mengalami kesalahan prosedur seperti salah dalam menulis fungsi tujuan yang akan dicapai dan tidak dapat memproses lebih lanjut solusi dari penyelesaian soal. Kesalahan penulisan jawaban terjadi karena banyak siswa yang tidak menuliskan kesimpulan, menuliskan kesimpulan tetapi tidak tepat, serta menuliskan kesimpulan yang salah. Analysis of students' errors in solving word problems of the linear program based on Newman's error analysisAbstractThis study aimed to describe students’ errors in solving word problems of the linear program. This study’s subjects were students of grade-eleventh (n = 30) SMAN 5 (Senior High School) in Serang City, Indonesia. Data collection using written the test and documentation. Data analysis using qualitative descriptive analysis. In this analysis, students' errors were categorized based on Newman's Error Analysis. The results showed that many students made errors in solving word problems of the linear program. The most common error was writing the final answer, while the error that occurs the least was the transformation error. Reading errors occur because students could not interpret sentences correctly and could not found keywords or information in the problems. Errors in understanding the problems occur because students made errors in writing what they know and were asked in the problems. Transformation errors occur because students could not transform problems into mathematical models and were not careful in performing mathematical operations. Process skill errors occur because students experienced procedural errors such as incorrectly writing the objective function to be achieved and could not do the next process to find a solution to the problems. Errors in writing answers occur because many students did not write conclusions, write inaccurate conclusions, and write wrong conclusions.

scholarly journals Analisis Kesalahan Siswa SMP Berdasarkan Newman dalam Menyelesaikan Soal Kemampuan Berpikir Kritis Matematis pada Materi Bangun Ruang Sisi Datar

2018 ◽  
Vol 1 (1) ◽  
pp. 71
Author(s):  
Iwan Darmawan ◽  
Anis Kharismawati ◽  
Heris Hendriana ◽  
Ratni Purwasih
Keyword(s):  
Data Analysis ◽  
Qualitative Approach ◽  
Process Skills ◽  
Reading Error ◽  
Reading Errors ◽  
Final Answer ◽  
Academic Year

This study used a qualitative approach and the type of research conducted is descriptive. Taking the subjects of this study were 33 students of class IX SMP Negeri 16 Bandung academic year 2017/2018. Based on the results of data analysis shows that no students can answer correctly all the questions that have been given. Based on data analysis, it can be concluded that reading error 13.0%, comprehension 3.7%, transformation 12.2%, skill 9.7%, writing final answer 16.3% and carelessness 7.7%, errors done by students include: Newman's procedure is reading errors, comprehension errors, transformation errors, process skills errors, and errors in encoding errors and careless errors. The cause factor is not able to compose the meaning of the word thought into the form of a sentence matamatika, not understand the questions asked, less thorough, less able to capture information problems contained in the problem, forgot, lack of practice working on various story form problems. 

scholarly journals ANALISIS KESALAHAN MAHASISWA PADA MATERI FUNGSI DUA PEUBAH DENGAN NEWMANN’S ERROR ANALYSIS (NEA)

2018 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Nur Baiti Nasution
Keyword(s):  
Reading Comprehension ◽  
Error Analysis ◽  
Transformation Process ◽  
Basic Algebra ◽  
Process Skill ◽  
Qualitative And Quantitative ◽  
Multivariable Calculus ◽  
Qualitative Part

<p>The aim of this article is to describe the student’s error using Error Analysis (NEA) in Multivariable Calculus course. For analyzing the error, we analyzed the student’s finel test work. The analysis was held in two steps, qualitative and quantitative. Qualitative part was done when categorizing the error based on NEA, which are reading, comprehension,<br />transformation, process skill, and encoding. As the data triangulation, we also interviewed the students to confirm the analysis results. From the analysis and interview, it was known that the errors were happened because the lack of basic algebra ability and the lack of ability of finding the function derivative.</p>

scholarly journals Error Analysis of Islamic Primary School (MTs) Students in Resolving Questions on the Materials of Cartesian Coordinate With Malay Culture Nuance in Riau

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Bahrin Bahrin ◽  
Maimunah Maimunah ◽  
Yenita Roza
Keyword(s):  
Error Analysis ◽  
Primary School ◽  
Learning Outcomes ◽  
Research Method ◽  
Sampling Technique ◽  
Research Data ◽  
Purposive Sampling ◽  
Descriptive Approach ◽  
Cartesian Coordinate ◽  
Academic Year

Students experience problems while working in Math, with full of difficulties. They made mistakes in the process of solving questions. The error process that occurred in students leads to the low achievement of the learning outcomes. This research aimed to investigate the mistakes made by MTs students in working on the questions of the Cartesian coordinate integrated with Malay cultural nuances in Riau Province. The study was conducted at MTs in the odd semester of the 2019/2020 academic year. A descriptive approach was used as a research method with a purposive sampling technique. This technique used a test and interview to collect research data.  The results of the study described that the errors faced by MTS NurulBilad students included: (1) 55% of misconceptions because students did not understand the concept in the material of Cartesian coordinate (2) procedural errors that 76% of students did not match the stages or steps in the process of drawing on the Cartesian coordinate. Based on the findings, it was hoped that the teacher emphasized more understanding about the concept of Cartesian coordinate.

MENINGKATKAN KEKAYAAN MUFRODAT SISWA MELALUI METODE HYPNOTEACHING

2020 ◽  
Vol 1 (2) ◽  
pp. 129-131
Author(s):  
Almanna Wassalwa ◽  
Agung Wijaksono
Keyword(s):  
Data Analysis ◽  
Research Method ◽  
Research Data ◽  
Fifth Grade ◽  
Learning Method ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Academic Year

The research objective is to increase the wealth of mufrodat through hypnoteaching methods. The research subjects were all fifth grade students of MI Miftahun Najah Banyuputih Situbondo in the 2016/2017 Academic Year. Researchers used data collection instruments in the form of observation formats, question sheets, field notes, and interview guidelines. The research method is classroom action research. Data analysis techniques are planning, acting, observing and reflecting. The results of the study are: 1) The average memorization of students' mufrodat in the pre cycle before receiving hypnoteaching learning method treatment gets an average of 65.38. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who get a score equal to or above the Minimal Completeness Criteria is 23% while students who have not reached the Minimal Completeness Criteria is 77%. 2) The average memorization of students' mufrodat in the first cycle after applying hypnoteaching learning method got an average of 72.3. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 61.5% while students who have not reached the Minimal Completeness Criteria is 38.5%. 3) The average memorization of students' mufrodat in the second cycle gets an average of 90. The smallest value is 75 and the highest score is 100. With a Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 92.3% while students who have not yet reached Minimal Completeness Criteria is 7.7%. 4) The use of hypnoteaching method can increase the wealth of mufrodat of fifth grade students of MI Miftahun Najah Banyuputih Situbondo in 2016/2017 Academic Year.

scholarly journals Turkish Vocational School Students’ Perception of 5E Teaching Model

2012 ◽  
Vol 2 (6) ◽  
pp. 221
Author(s):  
Ibrahim Yasar Kazu ◽  
Emine Bozu
Keyword(s):  
Standard Deviation ◽  
Peer Review ◽  
Classroom Environment ◽  
Research Data ◽  
Vocational School ◽  
Teaching Model ◽  
Constructivist Approach ◽  
School Students ◽  
Academic Year ◽  
Question Survey

This purpose of this study is to determine perception of students about implementation of 5E teaching model, one of the applications of constructivist approach in classroom environment, in vocational schools. For this purpose a 32-question survey was administered. 631 students were surveyed, including 227 male, 404 female studentsof 13 different programmes in Tunceli Vocational School of Tunceli University during the 2011-2012 academic year. Average, t-test, standard deviation, frequency and percentage distribution were used for the analysis of the research data. According to the results of the study, significant variations by gender were detected in 6 items, including “Supporting learning by revealing pre-knowledge”, “Defining the wrong points in the developed hypotheses ”, “Considering as unnecessary the instructor’s encouragement tolearn”, “Listening to the explanations of my friends”, “Giving opportunity for peer-review among students” and “Giving answers to questions with admissible evidences”. Affirming with their replies, the students revealed the applicability of the model. However further studies are necessary to see the implementation of the phases of the 5E model respectively, and it is considered that different researches should be performed with the purpose ofobserving that necessarypre-learning for each phase has been carried out.

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