The ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA SPLDV BERDASARKAN TAHAPAN NEWMAN DITINJAU DARI TIPE KEPRIBADIAN FLORENCE LITTAUER

The aim of this qualitative research is to describe the types of student errors in solving the two-variable linear equation system story problem based on Newman's error analysis in terms of Florence Littauer's personality type. The data sources consisted of 8 students of grade IX C SMP Nuris Jember who had been taught the material of two-variable linear equation systems. The data taken were the results of the questionnaire used to group students into four categories of personality types, the results of the student's story problem solving test results, and the results of the interviews of the students who were the research subjects. The results showed that in solving the two-variable linear equation system material story problems, students sanguinis experienced reading errors, comprehensior errors, transformation errors, process skill errors, and encoding error. Melancholy and phlegmatis students experience transformation error, process skill error, and encoding error. Koleris students experienced process skill error and encoding error. Keywords: Error, Newman, Personality Type, SPLDV

Comparison of visual aids for improving reading performance in children with dyslexia

Background: Dyslexia is a key learning disorder associated with reading difficulties in children. The purpose of this study was to determine the effectiveness of simple visual devices in improving the reading performance of children with dyslexia. Methods: A case?control study was conducted by selecting 80 school children with dyslexia, aged 8?11 years, from the Special Dyslexic School Program of the Ministry of Education (MOE) Malaysia. Subjects were randomly assigned to four groups: the typoscope, magnifier, visual tracking magnifier (VTM), and control groups. Reading performance was measured based on reading speed and reading error rate. The time taken to complete reading of text was measured, and reading errors were recorded. The reading performance of each group was assessed at baseline, week 2, week 6, and week 12. Results: Reading performance was significantly different (P < 0.05) for both Level 1 and Level 2, before and after intervention only in children with dyslexia using magnifiers and VTM. Reading performance for children with dyslexia using a magnifier or a VTM increased significantly (P < 0.05) from baseline to week 2, week 6, and week 12. The improvement in reading speed was 2.5 times faster for children in the VTM group than in the other groups. Conclusions: Simple visual aids, such as a VTM and magnifying glass, improved reading performance in children with dyslexia. The VTM intervention yielded the greatest improvement after 12 weeks of intervention. Hence, it is suggested that a VTM be used as part of a rehabilitation program for all children with dyslexia in Malaysia, particularly those in dyslexia programs in schools under the MOE Malaysia. However, future studies with longer follow-up periods are needed to confirm the sustainability of this improved reading performance after discontinuation of the intervention.

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

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.

Analisis Kesulitan Menyelesaikan Soal Cerita Matematika tentang Statistika pada Siswa Kelas IV SD Negeri Munggangsari Tahun Ajaran 2020/2021

<p><span class="s14"><span class="s10">The study aimed to describe the difficulties in solving math word problems a</span><a name="_GoBack"></a><span class="s10">bout statistics encountered by fourth grade students of SD Negeri Munggangsari in academic year of 2020/2021. It was qualitative research with descriptive method. The results indicated that most of the students had difficulties in solving statistics word problems. The difficulties were (a) reading errors, (b) comprehension error, (c) transformation errors, (d) process skill errors, and (e) encoding errors. The internal factors were (a) the students could not find the information in word problems, (b) the students could not read long sentences, (c) the students found difficulty how to convert data, (d) the students found difficulty to understand the problems, (f) the students did not apply steps to solve word problems, and (f) the students were inaccurate in doing word problems. The external factors were (a) the teacher had limited word problem practices, (b) the teacher had limited learning strategy, (c) the teacher had limited learning models, and (d) the teacher had limited interaction to the students.</span><span class="s10"> </span><span class="s10">It concludes that most of the students have difficulties in solving statistics word problems, there are internal and external factors affected the students. The next step is performing solutions that steps applied by the teachers and the students to decline the factors causing difficulties in solving story problems about statistics.</span></span></p><p><span class="s14">Penelitian</span><span class="s14"> ini bertujuan untuk mendespkripsikan kesulitan menyelesaikan soal cerita matematika tentang statistika yang dialami oleh siswa kelas IV SD Negeri Munggangsari tahun ajaran 2020/2021. Penelitian ini menggunakan </span><span class="s14">penelitian kualitatif dengan metode deskriptif. Hasil dari penelitian ini menunjukkan bahwa sebagian besar siswa mengalami kesulitan menyelesaikan soal cerita statistika </span><span class="s14">yakni</span><span class="s14">:</span><span class="s14"> </span><span class="s14">(a) </span><span class="s14">kesalahan membaca soal, </span><span class="s14">(b) </span><span class="s14">kesalahan memahami apa yang ditanyakan dalam soal,</span><span class="s14"> (c) </span><span class="s14">kesalahan transformasi,</span><span class="s14"> (d) </span><span class="s14">kesalahan dalam proses, dan </span><span class="s14">(e) </span><span class="s14">kesalahan dalam menuliskan kesimpulan.</span><span class="s14"> </span><span class="s14">T</span><span class="s14">erdapat faktor </span><span class="s14">internal</span><span class="s14">, yakni: (a) siswa tidak mampu mencari informasi yang ada pada soal, (b) siswa belum mampu membaca kalimat panjang, (c) siswa belum mampu mengubah penyajian data, (d) siswa tidak paham dengan apa yang ditanyakan dalam soal, (e) siswa tidak menerapkan langkah-langkah menyelesaikan soal cerita dengan benar dan (f) siswa kurang teliti saat mengerjakan soal, </span><span class="s14">sedangkan</span><span class="s14"> faktor </span><span class="s14">eksternal</span><span class="s14"> </span><span class="s14">yaitu: (a) guru kurang bervariasi dalam memberikan latihan soal cerita, (b) guru kurang kreatif dalam menggunakan strategi pembelajaran, (c) guru kurang inovatif dalam menggunakan model pembelajaran, dan (d) interaksi yang kurang baik antar siswa</span><span class="s14">.</span><span class="s14"> D</span><span class="s14">ari analisis yang dilakukan peneliti, disimpulkan bahwa</span><span class="s14"> sebagian besar</span><span class="s14"> </span><span class="s14">siswa kelas IV SD Negeri Munggangsari mengalami kesulitan menyelesaikan soal cerita statistika, terdapat faktor internal dan eksternal yang mempengaruhi siswa. Langkah selanjutnya </span><span class="s14">yakni memberikan alternatif solusi berupa langkah-langkah yang dapat dilakukan guru maupun siswa untuk mengurangi kesulitan siswa kelas IV SD dalam mengerjakan soal cerita statistika.</span></p>

PENGGUNAAN SIX SIGMA PADA PEMERIKSAAN JUMLAH LEUKOSIT DI RSUD PANEMBAHAN SENOPATI BANTUL

Internal quality assurance is a prevention and control activity that must be carried out by the laboratory continuously and covers all aspects of laboratory examination parameters. Hematology examination in the laboratory is carried out using a Hematology analyzer, but this tool has limitations, one of which is that it can make leukocyte count reading errors. In order for the results of the tool to be reliable, it is necessary to carry out quality control on the hematology analyzer. The use of Westgard multirule is commonly used in laboratories, but the application of six sigma is still very rarely used, especially in the field of hematology. This research aims to know the internal quality control of the analytical stage of the Hematology analyzer for the leukocyte count based on the analysis of Westgard and Six sigma. This type of research is descriptive research. The sample in this study is the control value data for the examination of the leukocyte count for 1 month at Panembahan Senopati Hospital. The data were analyzed using the Westgard rules and Six sigma. At low level, 13s deviation (random error) is obtained. At the normal level, there is a deviation of 12s (warning). At high level 12s deviation is obtained (warning). The sigma scale at all control levels shows a scale above 6. Analysis based on six sigma for leukocyte count showed an average of 7.16 sigma which indicates that leukocyte examination using a hematology analyzer has an accuracy of 99.9%.

Classifying Literature Extracted Events for Automated Model Extension

In this study, we investigate the integration of three previously developed tools: FLUTE, VIOLIN, and CLARINET. We show how using these tools together adds additional capabilities in extending models from relevant research literature. We illustrate how we plan to address current modeling pitfalls with these tools (such as machine reading errors and literature volume), and how we plan to use these tools as the foundation for an automated model extension framework.

Blinded Independent Central Review (BICR) in New Therapeutic Lung Cancer Trials

Background: Double reads in blinded independent central reviews (BICRs) are recommended to control the quality of trials but they are prone to discordances. We analyzed inter-reader discordances in a pool of lung cancer trials using RECIST 1.1. Methods: We analyzed six lung cancer BICR trials that included 1833 patients (10,684 time points) involving 17 radiologists. We analyzed the rate of discrepancy of each trial at the time-point and patient levels as well as testing inter-trial differences. The analysis of adjudication made it possible to compute the readers’ endorsement rates, the root causes of adjudications, and the proportions of “errors” versus “medically justifiable differences”. Results: The trials had significantly different discrepancy rates both at the time-point (average = 34.3%) and patient (average = 59.2%) levels. When considering only discrepancies for progressive disease, homogeneous discrepancy rates were found with an average of 32.9%, while readers’ endorsement rates ranged between 27.7% and 77.8%. Major causes of adjudication were different per trial, with medically justifiable differences being the most common, triggering 74.2% of total adjudications. Conclusions: We provide baseline performances for monitoring reader performance in trials with double reads. Intelligent reading system implementation along with appropriate reader training and monitoring are solutions that could mitigate a large portion of the commonly encountered reading errors.

Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Open Ended Berdasarkan Teori Newman

Analysis Of Students’ Error In Solving Problems Of An Open Ended Based On The Newman Theory. Abstract is The purpose of this research is to describe the types of students’ errors and find out the number of errors committed by students on each type of error in resolving the open ended problems. Classify the type of error based on Newman theory, which are error reading, understanding, transformation, process skills, and error writing answers. The subject of this research is from 30 students of VIII grade of SMPN 24 Malang. This research using data test collection techniques which is an open ended question on statistical material and interviews to obtain additional data. Data analysis was done by reduction, presentation, and conclusion. The result of the analysis obtained that the students’ error are reading errors, errors of understanding, transformation’s errors, process skills’ errors, and write response’s errorsPenelitian ini bertujuan untuk mendeskripsikan tipe-tipe kesalahan siswa dan mengetahui banyaknya kesalahan yang dilakukan siswa pada tiap tipe kesalahan dalam menyelesaikan masaalah open ended. Pengklasifikasian tipe kesalahan berdasarkan teori Newman, yaitu kesalahan membaca, memahami, transformasi, keterampilan proses, dan kesalahan penulisan jawaban. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 24 Malang yang berjumlah 30 orang. Penelitian ini menggunakan teknik pengumpulan data berupa tes yaitu soal open ended pada materi statistika dan wawancara untuk memperoleh data tambahan. Analisis data dilakukan dengan reduksi, penyajian, dan penyimpulan. Hasil analisis didapatkan bahwa kesalahan yang dilakukan siswa adalah kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban.

On-Reading (Chinese-Style Pronunciation) Predominance Over Kun-Reading (Native Japanese Pronunciation) in Japanese Semantic Dementia

Japanese kanji (morphograms) have two ways of reading: on-reading (Chinese-style pronunciation) and kun-reading (native Japanese pronunciation). It is known that some Japanese patients with semantic dementia read kanji with on-reading but not with kun-reading. To characterize further reading impairments of patients with semantic dementia, we analyzed data from a total of 9 patients who underwent reading and writing tests of kanji and kana (Japanese phonetic writing) and on-kun reading tests containing two-character kanji words with on-on reading, kun-kun reading, and specific (so-called Jukujikun or irregular kun) reading. The results showed that on-reading preceding (pronouncing first with on-reading) and kun-reading deletion (inability to recall kun-reading) were observed in nearly all patients. In the on-kun reading test, on-reading (57.6% correct), kun-reading (46.6% correct), and specific-reading (30.0% correct) were more preserved in this decreasing order (phonology-to-semantics gradient), although on-reading and kun-reading did not significantly differ in performance, according to a more rigorous analysis after adjusting for word frequency (and familiarity). Furthermore, on-substitution (changing to on-reading) errors in kun-reading words (27.0%) were more frequent than kun-substitution (changing to kun-reading) errors in on-reading words (4.0%). These results suggest that kun-reading is more predominantly disturbed than on-reading, probably because kun-reading and specific-reading are closely associated with the meaning of words.