Psychomotor skills development for Veress needle placement using a virtual reality and haptics-based simulator

Purpose Veress needle (VN) insertion, if not correctly performed, could cause severe injuries to intra-abdominal organs and vessels. Therefore, cognitive and psychomotor skills training is needed. Virtual reality (VR) and haptic technologies have the potential to offer realistic simulations. Methods We developed a novel VR and haptic surgical simulator for VN insertion to teach trainees how to correctly puncture the abdominal wall, experiencing realistic tactile sensations throughout the simulation. The simulator allows for both procedural and realistic training. We released two different versions: the first using the OpenHaptics$$^{\text {TM}}$$ TM (OH) Toolkit and the second exploiting CHAI3D. We evaluated the learning effect using different performance indexes (time to perform the procedure, error in insertion angle, number of undesired contacts with organs) in an insertion task for both experienced urologists and students. Results A general improvement of the chosen performance indexes was registered in the second repetition of the task for both groups. From the questionnaires, the simulator leveraging OH provides the trainee with a more precise haptic feedback, whereas the one exploiting CHAI3D allows them to perform the procedure more easily thanks to the better visualization of the virtual environment. The results proved that the participants appreciated both implementations, and the System Usability Scale (SUS) test resulted in a “good” usability. Conclusion The haptics-based and VR simulator has shown the potential to be an important resource for the basic urological training in obtaining the pneumoperitoneum and improving the acquisition of the necessary psychomotor skills, allowing for extended and more effective training without compromising patient safety.

TIPE KESALAHAN NEWMAN PADA HASIL PENGUKURAN

The command of learning in the Qur'an aims to enable people to gain knowledge, experience, and learning in living life, especially in overcoming the problems encountered. Mathematics is a branch of science that plays an important role in life whose application is seen in various disciplines. Measurement material is one of the subjects of Mathematics I taught in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) semester V. The results of individual assignments show that the scores obtained are not optimal yet there are still many errors in completion. In this study, the authors used the Newman procedure error approach. Based on the results of the study, the percentage of reading errors reached 24.5%, understanding errors 17.6%, transformation errors 15.6%, processing skills errors 16.6% and answers writing errors 25.7%. The results of the interview show that reading errors are generally caused by incompetence in writing words/symbols due to factors that forget or do not know in standard writing. Misunderstanding is caused by students having difficulty understanding the phrase "standard unit writing", consequently also difficulty in determining the final result. Transformation errors are caused by errors in converting to standard units and errors for process skills are due to inaccuracy in writing answers so that they experience calculation errors that also have an impact on writing the final result. Finally, the answer writing error is caused by inaccuracy in writing the final answer caused by other types of mistakes made previously.

ANALISIS KESALAHAN OPERASI DASAR BILANGAN BULAT PESERTA DIKLAT TEKNIS SUBSTANTIF GURU MATEMATIKA MI DI BDK ACEH TAHUN 2018

This research is qualitative research with descriptive analysis. The research was gives an overview of the errors made when solving integer basic operations problems. Subjects consisted of 30 people who were participants in the Substantive Technical Training of Madrasah Ibtidaiyah Mathematics Teachers of the Aceh Province in the Balai Diklat Keagamaan Aceh (BDK) in 2018. Data was collected through tests and analyzed to determine the mistakes made by participants in solving problems. Data validation is done by triangulating data sources by comparing test results and interview data on the same subject. The results of the analysis showed that 13 participants (39%) from all subjects still made mistakes in solving problems. The type of error made is a procedure error, namely a sequence of steps in completing a count operation.

Kesalahan Siswa yang Mengalami Split Attention dalam Menyelesaikan Masalah SPLDV

<p><strong>Abstract:</strong> The purpose of this research is to describe student errors that experience split attention in solving SPLDV problems. The subject of this study were two eighth grade students in SMP Muhammadiyah 2 Malang who experienced split attention. The instrument used in this research was a mathematical problem consisting of one SPLDV problem. The results of this research show that students who experienced split attention made factual errors and procedural errors in solving SPLDV problems. Factual errors made by students is that they cannot define the x and y variables they have made. Procedural errors is not being able to determine the resolution steps for the SPLDV problem. In addition, students also cannot use the addition operation correctly. The most common error is procedure error.</p><strong>Abstrak:</strong> Tujuan penelitian ini adalah mendeskripsikan kesalahan siswa yang mengalami <em>split attention </em>dalam menyelesaikan masalah SPLDV. Subjek penelitian ini adalah dua siswa kelas VIII SMP Muhammadiyah 2 Malang yang mengalami <em>split attention</em>. Instrumen yang digunakan dalam penelitian ini adalah masalah matematika yang terdiri dari satu soal SPLDV. Hasil penelitian menunjukkan bahwa siswa yang mengalami <em>split attention </em>melakukan kesalahan fakta dan kesalahan prosedur dalam menyelesaikan masalah yang SPLDV. Kesalahan fakta yang dilakukan siswa adalah tidak dapat mendefinisikan variabel <em>x</em> dan <em>y</em> yang telah dibuatnya. Kesalahan prosedur yang dilakukan adalah tidak dapat menentukan langkah-langkah penyelesaian untuk masalah SPLDV. Selain itu, siswa juga tidak dapat menggunakan operasi penjumlahan dengan tepat. Kesalahan yang paling banyak dilakukan adalah kesalahan prosedur.

Analisis Kesalahan dalam Mengerjakan Soal Geometri

<p>Tujuan dari penelitian ini (1) untuk mengetahui persentase kesalahan konseptual yang dilakukan oleh siswa dalam menyelesaikan pertanyaan matematika pada subjek segiempat (2) untuk mengetahui persentase kesalahan prosedural yang dibuat oleh siswa dalam menyelesaikan masalah matematika pada subjek segiempat (3) untuk mengetahui persentase kesalahan perhitungan yang dilakukan oleh siswa dalam menyelesaikan masalah matematika pada subjek segiempat (4) untuk mengetahui sebagian besar jenis kesalahan yang dilakukan oleh siswa dalam memecahkan masalah matematika pada subjek segiempat. Hasil penelitian ini menunjukkan bahwa siswa kelas VII SMP N 9 Yogyakarta membuat kesalahan konseptual 68,98% termasuk kategori rendah, membuat kesalahan prosedur 85,16% termasuk kategori sangat tinggi, dan membuat kesalahan perhitungan 89,84% termasuk kategori sangat tinggi. Sedangkan jenis kesalahan yang paling banyak dilakukan oleh siswa kelas tujuh SMP N 9 Yogyakarta dalam menyelesaikan soal matematika, subjek segiempat adalah kesalahan perhitungan, yaitu sebesar 89,84%. dengan penyebab faktor kesalahan siswa yaitu (1) siswa tidak menuliskan yang diketahui, ditanyakan, dan rumus (2) siswa kurang mampu memahami materi pelajaran yang diajarkan (3) siswa bergegas untuk mengerjakan soal.</p><p> </p><p>The aim of this study (1) to find out the percentage of conceptual errors made by students in solving mathematical questions on the subject of quadrilateral (2) to find out the percentage of procedural errors made by students in solving mathematical problems on the subject of quadrilateral (3) to find out the percentage of calculation errors made by students in solving mathematical problems on the subject of quadrilateral (4) to find out the most types of mistakes made by students in solving mathematical problems on the subject of quadrilateral. The results of this study indicate that VII grade students of SMP N 9 Yogyakarta made a conceptual error of 68.98% including the low category, making a procedure error of 85.16% including the very high category, and made a calculation error of 89.84% including the very high category. While the most types of errors made by the seventh grade students of SMP N 9 Yogyakarta in solving mathematical questions the subject of quadrilateral is a calculation error, which is equal to 89.84%. with the cause of the student error factor viz (1) students do not write down known, asked, and formulas (2) students are less able to understand the subject matter being taught (3) tudents rush to work on the problems.</p>

ANALISIS KESALAHAN PENGERJAAN SOAL MATEMATIKA MATERI FPB DAN KPK PADA SISWA KELAS IV SD NEGERI KYAI MOJO

The purpose of this reseach was to describe the percentage of concept errors, procedural errors, miscalculations errors and types of errors in the work of GCD and LCM matter most often done fourth grade students of SD Negeri Kyai Mojo. This type of research is quantitative descriptive. The subject of this research is fourth grade students of SD Negeri Kyai Mojo and fourth grade teacher of SD Negeri Kyai Mojo. Collection techniques using tests, interviews, and documentation. The test of the instrument uses the used intrument test. The validity of the question items tested using product moment correlation obtained by nine valid results. Instrument reliability tested using Alpha Cronbach calculation obtainedof 0.8857 (reliable). Validity uses triangulation of data collection techniques. Analytical techniques use quantitative and descriptive analysis. The result of the research shows that: 1) The error of concept is 48,52%; 2) A procedure error of 70%; 3) Calculation error of 50%; and 4) The type of error most often experienced by students is procedural error with percentage of 70%.

Analisis Kesalahan Siswa Kelas VIII Dalam Menyelesaikan Soal Uraian Pokok Bahasan Kubus

The purpose of the research are to find out the percentage of concept error, prosedur error, computation error, and the most dominant error in resolving the problem description of cube discussion subject VII A grade students MTs Negeri Ngablak The object of this research is student’s mistake in resolving the problem description of the set discussion subject. The type of this research is qualitative descriptive research. Data collection technique uses test technique and interview technique. Test Instrument in this research have 5 description problem test. The result of research indicate descriptively that students of MTs Negeri Ngablak undertake the average of concept error 67,77%, the average of procedure error 51,96%, and the average of computation error 28,41% with low category. The most dominant mistake type in resolving the problem which is done by VII A students MTs Negeri Ngablak is concept error.

On a procedure error in the free associations experiment

The paper discusses the risks of distortion of the results of a free associative experiment due to the essence of its procedure. The matter is that the “canonical” experiment’s instruction urges the participants to produce and write down at least three reactions to the proposed stimulus. It doesn’t consider the risk that each subsequent reaction, the second and/or the third one, may be induced not by the initial stimulus, but by the previous reaction which thus may also act like an occasional unintentional stimulus because not intended by the researcher. Theoretically, there a risk that the obtained data might distort real connections between the intended stimulus and respondents’ reactions in the participants’ mental lexicon. But in reality the impact of such a distortion is not of major importance: the analysis of 6782 "stimulus — reaction (1, 2 or 3 reactions)" pairs shows that the number of cases where the described shift occurs is not statistically significant. The number of erroneous reactions which are obviously induced by the procedure flaw itself (that is, each of the following is given to the previous one, rather than to the stimulus) amounts to no more than 1% of the total number of reactions. Therefore, such an error can’t be considered as regular and must be referred to as insignificant. It’s clear now that cases where each reaction of the three is associated with the initial (intended) stimulus or each of the following reactions refers to the "stimulus + first reaction" complex largely predominate. At the same time, as it was argued long before by Sechenov, Polivanov, Fortunatov, and Kruchevsky ( Kruszewski), verbal associating is a random (stochastic) process, which means that a large majority of reactions’ meanings are unpredictable. On these grounds the author concludes that this is due to the peculiarities of the individual’s mental lexicon which is the product of their minds and consciousness. The way of their exteriorization must also be taken into account. When, triggered by the stimulus, the process of associating starts, a huge number of reactions is activated at the same time in the human brain, but their writing down can take place only sequentially. Thus, the linear character of writing may become partly responsible for an erroneous shift of the stimulus.

ANALYSIS OF STUDENTS’ LEARNING OBSTACLES ON LEARNING INVERS FUNCTION MATERIAL

This research is based on the presence of obstacle in learning mathematics on inverse function. This research aims to analyze the learning obstacle, to know the types of error that is suffered by the students in learning inverse function. Kind of this kualitative research descriptive with data triangulation. The research subjects are high school students which is contained of 74 students and was taken 6 students to be main sample. The data of students’ error is obtained from the writen test result, the students’ false answers are identified into the type of error. Then it was chosen several students to be interviewed. Which the analysis result finding data in this research showed there are 4 types of errors, which are concept error, procedure error, counting error and concluding error. An obstacle which appear in learning inverse function is influenced by two factors, i.e internal factor and eksternal factor. Internal factor is showed by the students’ motivation in following learning and students’ skill in receiving learning material. While the eksternal factor is showed by the curriculum which applied in school with acceleration class caused many narrow learning time, teaching materials that is less complete with the discussion of question sample.

Translation Revision: Correlating Revision Procedure and Error Detection

This article reports on an empirical study on translation revision. With the aim of investigating the possible link between revision procedure and quality, the research correlates an indicator of quality, error detection, with revision procedure. Error detection and revision procedure were studied drawing on a convergent parallel mixed-methods research design involving three different sources of data. Nine subjects performed a revision task and thus produced text data; their activities on the computer screen were captured and saved as video fi les; and retrospective interviews were conducted with the revisers upon completion of the task. Results show that the highest error detection scores were linked with a variety of revision procedures, but with one common denominator: the target text was consistently the point of departure. Revisers with high error detection scores thus engaged in various different revision procedures, but their focus of attention in the initial operations was the translation rather than the source text in all cases. Conversely, the revisers whose initial attention was directed towards the source text received the lowest error detection scores in the revision task.