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.

Building a Discourse-Argument Hybrid System for Vietnamese Why-Question Answering

Recently, many deep learning models have archived high results in question answering task with overall F1 scores above 0.88 on SQuAD datasets. However, many of these models have quite low F1 scores on why-questions. These F1 scores range from 0.57 to 0.7 on SQuAD v1.1 development set. This means these models are more appropriate to the extraction of answers for factoid questions than for why-questions. Why-questions are asked when explanations are needed. These explanations are possibly arguments or simply subjective opinions. Therefore, we propose an approach to finding the answer for why-question using discourse analysis and natural language inference. In our approach, natural language inference is applied to identify implicit arguments at sentence level. It is also applied in sentence similarity calculation. Discourse analysis is applied to identify the explicit arguments and the opinions at sentence level in documents. The results from these two methods are the answer candidates to be selected as the final answer for each why-question. We also implement a system with our approach. Our system can provide an answer for a why-question and a document as in reading comprehension test. We test our system with a Vietnamese translated test set which contains all why-questions of SQuAD v1.1 development set. The test results show that our system cannot beat a deep learning model in F1 score; however, our system can answer more questions (answer rate of 77.0%) than the deep learning model (answer rate of 61.0%).

A Comparative Study of Implications of the Term of History in the Islamic and Western Perception

The present study deals with the term of history linguistically and terminologically from Arab and Western Europe. This term is radically intertwined between East and West, specifically the Greek language. The present study covers the views of ancient historians and modernists as much as possible to have a clear idea of the topic. Section two is devoted to answering the important question of whether history is a science or an art by presenting most of the opinions that have been put forward in this regard, whether by Western or Arab historians to ultimately reach a comprehensive, complete, and final answer, at least until present time. Section three is related to the science of history for Muslims and its impact on the science of history in the West. Rosenthal’s opinion, which reflects the views of the majority of orientalists will be explained to respond to it showing evidence of the extent of this influence and how it was the initiation step and the most influential catalyst for the intellectual renaissance of Europe in general and in historical writing in particular.

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.

The Application of Spatial Approximations to Spatial Query Processing: A Systematic Review of Literature

Spatial approximations simplify the geometric shape of complex spatial objects. Hence, they have been employed to alleviate the evaluation of costly computational geometric algorithms when processing spatial queries. For instance, spatial index structures employ them to organize spatial objects in tree structures (e.g., the R-tree). We report experiments considering two real datasets composed of ∼1.5 million regions and ∼2.7 million lines. The experiments confirm the performance benefits of spatial approximations and spatial index structures. However, we also identify that a second processing step is needed to deliver the final answer and often requires higher processing time than the step that uses index structures only. It leads to the interest in studying how spatial approximations can be efficiently used to improve both steps. This paper presents a systematic review on this topic. As a result, we provide an overview and comparison of existing approaches that propose, evaluate, or make use of spatial approximations to optimize the performance of spatial queries. Further, we characterize them and discuss some future trends.

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

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.

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.

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Pemecahan Masalah Matematika Berdasarkan Teori Newman

Problem solving ability is one of the mathematical abilities that need to be mastered by students to equip students in logical, analytical, systematic thinking and the ability to work well together. In addition, this problem solving ability is very important for students to train students in solving problems in everyday life. This study aims to analyze student errors in solving mathematical problem solving problems based on Newman's theory. The type of research used is descriptive qualitative. The subjects of this study were students of class VII-A SMP Muhammadiyah 1 Menggala. Data collection used in the form of tests, interviews and documentation. The results showed that the most mistakes made by students were in writing the final answer, which was caused because students did not understand the commands in the questions well. The second most common error is the transformation error caused because students do not have the skills to change the language of the problem into a mathematical model. The third error, namely misunderstanding the problem caused by students not being careful in writing down the information in the problem, and not getting used to writing down the information in the problem when solving math problems. The fourth error, namely the error of process skills caused by students not being careful in carrying out the calculation process