FAKTOR PENYEBAB KESALAHAN SISWA SMK DALAM MENYELESAIKAN SOAL CERITA PADA MATERI PELUANG

It is not easy for students to understand the questions in the form of stories so that errors often occur in the process of solving problems. This study aims to describe the factors that cause vocational students' errors in solving story problems based on Anne Newman. This research is a qualitative research. The instrument used in this research is a test which consists of 3 questions and an interview guide. The subjects in this study were students of class XII TKJ SMK Patria Gadingrejo. Analysis of the data using the analysis of the location of student errors based on Anne Newman's procedure, namely a) reading the problem, understanding the problem, b) transforming the problem, c) process skills, and d) writing the final answer. The factors that cause student errors at each stage are: 1) misunderstood the problem, the cause of which is the lack of understanding and thoroughness of students; 2) problem transformation errors, the reason is that students do not master the concept and do not have mastery of the material; 3) process skill errors, the cause of which students are wrong in doing the initial steps of work; 4) errors in writing the final answer, the reason is that students are not accustomed to writing conclusions.

What are possible Sources of Common and Persistent Student Errors in Algebra and Calculus?

Research shows that college students make numerous algebra and other prerequisite content-related errors in Calculus courses. Most of these errors are common, persistent, and often observed in simple mathematical tasks. This qualitative study is an attempt to identify the potential sources of such errors. Based on our observations of student errors, we wrote a Precalculus and a Calculus test and administered them in twelve sections of four different undergraduate mathematics courses for which either Precalculus, Calculus I or both were a prerequisite. The tests were announced on the first day of the class and administered the following week. All the questions on the test were True or False questions. Based on our experience as college mathematics instructors, we assumed that many students would perceive the True answers as False and the False as True. Therefore, if students’ selected a given answer, mathematical statement, process or solution as True, they were asked to justify why that was not False and vice-versa. They were instructed to provide logical explanations and avoid plugging in numbers to check for correctness. Analysis of data using grounded theory approach resulted in the following three possible external sources of common and persistent student errors: a) Difficulty with symbols and/or lack of attendance to the meaning of those symbols, b) Instructional practices, and c) Lack of knowledge. We will provide examples to illustrate how such errors could have originated from these sources.

Corrective Feedback in Learning Interaction: Integration of Surface Strategy Taxonomy

The article aimed to determine the types of errors found in classroom learning interactions at (Perguruan Tinggi Keagamaan Islam) PTKI Metro, to analyze the strategies used in correcting student errors in classroom learning interactions at PTKI Metro and to know the aspects of Surface Strategy Taxonomy which was found in classroom learning interaction errors at PTKI Metro. In analyzing the data, the researchers used the theory of Dalton-Puffer (2007) which was used to find out and describe the types of common student errors in the interaction of learning English in the classroom. Then, using the theory offered by Mendez at al (2010) which is applied to analyze the types of lecturer strategies in correcting student errors in learning. The researcher also analyzed the linguistic aspects of the taxonomy category in the student's errors using the theory of Dulay, Burth, and Krhashen (1982). The results show that the corrective feedback strategies used by lecturers at PTKI Metro City were Explicit Correction, Recast, Clarification Request, and Metalinguistic Feedback. And this study also classifies the types of errors based on the Aspects Surface Strategy Taxonomy on learning interactions in the classroom.

Analysis of Student Errors in Solving Mathematics Problems at Muhammadiyah Senior High School Special Program of Kottabarat Surakarta City

Learning mathematics is a crucial part of education. Mathematics is one of the subjects feared by students. One of the problems in the object of mathematics study is the material for X class of Senior High School. Students of grade X are undergoing adaptation from the junior high school level to the high school level so that the findings of conceptual errors, calculations, and thinking patterns in problem-solving algorithms are often found. This also happened to the students of the Muhammadiyah Senior High School Special Program of Kottabarat Surakarta. In connection with the above problems, the author analyzes student errors in solving math problems at the Muhammadiyah senior high school special program of Kottabarat Surakarta.This study aims to find out errors, causes of error, and alternative problem solving related to students' errors in solving math problems. This research is qualitative descriptive research. The research subjects were taken by sampling purposes. they are three students of class X. The research method used is qualitative research methods, data collection techniques used in this study are test methods, interview methods, and documentation methods. The research instrument is the main instrument, namely the researcher himself and the auxiliary instruments in the form of test sheets, interview guidelines, and field notes. The data analysis technique uses data reduction, data presentation, and data verification, and triangulation techniques. The results of this study indicate that the types of errors that did most often made are errors in understanding questions that were 9 times, process skills errors and coding errors were 6 times, and reading errors were never made by research subjects.

ANALISIS KESALAHAN MENYELESAIKAN SOAL MATEMATIKA DALAM MATERI MATRIKS PADA SISWA KELAS XI IPS SMA NEGERI 1 ENDE

This study aims to determine: (1) mistakes have been made by the XI IPS grade students of SMA Negeri 1 Ende in solving matrix questions. (2) the factors that cause the XI IPS grade students of SMA Negeri 1 Ende in solving the matrix problem. (3) the efforts to solve students' errors in solving matrix questions in class XI IPS SMA Negeri 1 Ende. This study used a qualitative research approach using triangulation of sources and triangulation of techniques. The research subjects were 15 students of class XI IPS 3. The consideration of subject taking is based on the results of the error analysis according to the Newmann procedure. Methods of data collection using diagnostic tests, interviews, and documentation. The results of the research are: (1) the types of student errors are errors in understanding the concept of matrix count operations, process errors in solving matrix problems, and errors in concluding. 2) the factors that cause student errors are, students, choose the wrong formula, are not careful in solving matrix calculation operation problems, students are afraid to ask the teacher, and students' assumptions that mathematics is complicated, causing errors in determining the final answer. 3) while the efforts made were learning using rainbow matrix media which proved to be effective in learning matrix count operations.

Students’ Perceptions of Enhanced e-Assessment Feedback Addressing Common Student Errors in Mathematics

The Common Student Errors Project (CSE Project) has been running at the University of the West of England (UWE, Bristol) since 2017. The main aim of this project is to introduce a method to detect CSEs and to provide tailored feedback in Engineering Mathematics e-Assessment questions. In this case study we briefly describe the process of collecting CSEs related to Engineering Mathematics and delivering personalised enhanced feedback to students who made CSEs on Dewis eAssessment questions. We then present how we carried out a questionnaire to gather student perceptions on the enhanced feedback they received. Finally, we present the outcomes of the questionnaire data, the conclusions on students’ perceptions of the current enhanced feedback and ascertain possible future directions for further development of the enhanced feedback.

Congitive conflict mahasiswa pada penyelesaian masalah matematika

In solving math problems, cognitive conflict can take many forms, for example: when students' expectations are proven wrong when solving a problem; and arise as a result of educators or other students expressing opposing opinions. The research aims to: 1) Describe student errors when solving math problems, and 2) To describe students' cognitive conflicts in solving mathematical problems. This research is a qualitative research with a case study research strategy. The subjects of this study were fourth semester students of mathematics tadris IAIN Tulungagung. The research instrument consisted of test questions and interview guidelines. Subjects were asked to work on problems individually and based on their work, then an interview was conducted to determine their thought processes and cognitive conflicts. The results of this study indicate that: 1) Student errors when solving math problems, especially integrals, include: students do not understand the use of the symmetry theorem, and the use of types of functions, 2) Cognitive conflicts that occur in mathematics tadris students of IAIN Tulungagung in solving math problems include; a) conflict between conception and conception. When the subject sees that the final result is not the same, the cognitive conflict situation experienced will encourage their cognitive ability to seek justification, confirmation or verification of their opinion. b) conflict between conception and outcome. The subject uses his conception by producing an area value that is not in accordance with his expectations, including area values that are negative and zero.

Mathematics Teachers’ Pedagogical Content Knowledge Involving the Relationships between Perimeter and Area

This study aims to investigate and compare mathematics teachers’ knowledge of pedagogical content, knowledge of students’ understanding and knowledge of instructional strategies, subcomponents of pedagogical content knowledge, student errors in the relationship between perimeter and areas in rectangles, squares, and parallelograms. 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers participated in the study. The qualitative case research approach was used. To collect the data, an interview form consisting of four questions showing student errors related to perimeter and area was prepared. The participants were asked to comment on the questions given in the form, and their answers were recorded. Later, they were asked to write down their answers to these questions. According to the outcomes, there is a lack of knowledge of students’ understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers. Moreover, prospective teachers are found to be incompetent as regards the necessary mathematical subject matter knowledge. To prevent difficulties, when the concepts of perimeter and area are taught, instead of giving formulae initially, concrete materials or real-life examples about these concepts should be provided. Keywords: pedagogical content knowledge, perimeter, area, mathematics teachers, prospective mathematics teachers.

Analysis of Student Errors in Solving Mathematics Problems Based on Watson's Criteria on the Subject of Two Variable Linear Equation System (SPLDV)

The purpose of the study was to describe the types of student errors and the factors that caused students to make mistakes in solving a two-variable system of linear equations based on Watson's criteria for class VIII MTs Pattuku. This type of research is descriptive research using a qualitative approach. The subjects in this study were students of class VIII MTs Pattuku then chose 3 subjects to be interviewed who had the most types of errors based on Watson's criteria. The research instrument used was a diagnostic test consisting of 3 questions about a two-variable linear equation system and interview guidelines. From the results of this study, it shows that there are no students who make mistakes in missing data (committed data) and indirect manipulation (undirected manipulation). 16% made incorrect data errors (innapropriate data), 40% made incorrect procedural errors (innapropriate procedure), 68% made an omitted conclusion error, 24% made a response level conflict error, 36% made mistakes in the skill hierarchy problem, and 48% made mistakes other than the 7 categories above (above other).