ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA MATERI BANGUN DATAR SEKOLAH MENENGAH PERTAMA

This study aims to analyze the learning difficulties of planes materials of grade VII SMPN 1 Suralaga East Lombok. This type of research is descriptive research with qualitative approach to describe and describe phenomena by paying attention to characteristics, quality and interrelationship between activities. Data analysis is conducted through the stages (1) identifying and grouping student errors in answering questions about flat wakeups, (2) Analyzing student error errors. The subject of this study was a grade VII student of SMPN 1 Suralaga who numbered 25 people. The research instrument used is a description test of planes material. The researchers showed that the percentage of students who answered correctly was still low. The 5 questions that must be completed, the percentage of students who answered the correct questions in a row was 48%, 32%, 44%, 35% and 40%. The results of the analysis showed that students had difficulty in solving flat wake problems, including (1) difficulties in the use of concepts, (2) difficulties in the use of principles, (3) difficulty solving problems Kata kunci: analisis, bangun datar, kesulitan

Analysis of Problem-Solving Ability of MTs Students In Solving Geometry Transformation Problems Through Online Learning

The research purpose to describe and analyze the mathematical problem solving abilities of MTs students in solving Geometry Transformation problems through Online Learning due to the Covid-19 pandemic int Indonesia. The research method used is descriptive qualitative. The subjects of this research were 3 students of MTs Al-Hamid Class IX who were selected as representatives of the very good problem-solving ability category, the problem-solving ability level category was sufficient, and the problem-solving ability level category was lacking. The data collection technique used was a test consisting of 4 non-routine items and interviews. The results of the analysis can be obtained: (1) students with excellent problem-solving abilities are able to fulfill the 4 steps of solving according to their pattern but there are errors in understanding the problem in question 1. (2) students with sufficient problem-solving skills are only able to solve problems in question 1 and 2 while 3 and 4 there are errors in understanding the questions. (3) students with poor problem solving skills were only able to solve problems in question 2, while in questions 3,4 and 5 there were errors in understanding the questions. The student error factor is due to the lack of understanding of the concept of geometric transformation to do the test because the geometric transformation test questions given are non-routine, while the geometric transformations that are often encountered only substitute formulas without understanding the concept of geometric transformation which includes translation, reflection, rotation and dilation. Many have to do with everyday life so that students experience difficulties in what is meant in the questions, especially in questions 3 and 4.

Characteristics of Students In Resolving Word Problems Based on Gender

This study aims to analyze student errors in resolving word problems, which are then formulated into characteristics of student errors according to gender. The subject selection was done randomly from male and female students of grade VII who made mistakes in solving the questions. Research data from the test results of 2 items word problem type. The form of student error is based on misconceptions, procedures, and techniques. The results showed the students' misconceptions, don’t understand question commands, do not write information correctly, misinterpret question information, do not simplify fractions correctly, do not understand the value of fractions, misunderstand number signs/symbols and do not understand number signs/symbols, incorrectly determine signs/symbols of operations. Procedural error, incorrectly determining the settlement operation Technical errors, incorrectly using calculation operation marks, incorrectly performing calculation operations, incomplete settlement steps, incomplete simplification, incorrect simplification. Technical errors, namely calculations are not in accordance with the command, less careful (careless) writing answers, errors in writing answers and it do not match the command questions (conclusion). The reason is not understanding the reading and not being familiar with the questions. Students' understanding and knowledge of reading have an important role in identifying, interpreting, and even selecting or determining completion strategies.

Prospective Teachers’ Knowledge of Evaluating Student Errors on Area Conservation Task

The data of conjecturing student errors were analyzed by focusing on possible errors of triangle area on a conservation task, while PSTs’ responses of student errors were scrutinized using four strands: mathematical focus, pedagogical action, form of address, and degree of student error use. Results revealed that while PSTs tend to identify as well as interpret the existence of mathematical errors from the conceptual aspect on triangles with the same sizes of height and base, few PSTs could evaluate student errors employing the formal structure of area conservation concept on triangles with the different sizes of height and base. Regarding PST’s responses, PSTs tend to agree with facilitating students to investigate the congruence of base and height of triangles in constructing the concept of triangle area measurement. However, they preferred to choose pedagogical action by reexplaining the main feature of the task solution instead of using student errors as a tool to probe student thinking or provide cognitive conflicts. Furthermore, most of the PST also don’t use student errors as a tool to reconstruct a whole lesson indicating learning trajectory on area conservation concepts, but as a steppingstone to correct subsequent errors.

Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal TIMSS-like Domain Data dan Peluang

Indonesia's position is relatively very low compared to other Southeast Asian countries participating in TIMSS. From the results of the TIMSS ranking of Indonesian students is low, it is known there are still many mistakes made by students. One effort to solve this problem is to find out where the location of errors that are often made by students and the factors causing students make these errors. In this study, the method used is a descriptive method that aims to describe the types and factors of student error in solving TIMSS-like domain Data and Chance problems. The subjects of this study were 3 out of 19 Lembaga Bimbingan Belajar (LBB) Primagama Sukodono students in class IX SMP selected based on the number of errors and variations in the types of errors made during the written test. The results showed that in solving TIMSS-like domain data and chance problems, students made errors in understanding the questions was22.1%, errors in transforming was 9.47% and errors in process skills was 4.21%. The reason students make these errors is students are not careful in reading the questions, do not understand the purpose of the question, wrong in choosing a solution and lack of practice questions. Keywords: error analysis, TIMSS-like data and chance problems.

ANALISIS KESALAHAN MAHASISWA PGSD DALAM MENYELESAIKAN MASALAH GEOMETRI

One of the courses have often difficult by pre service teacher in primary education is Geometry, evidently by learning outcome that are still low. Difficulties experienced by students led to an error occurred in solving problem in geometry. Errors that occur when students solve problems in geometry really need to be known, especially the type of error. One of procedure that can be used to reveal the student error is Newman procedure. This research employed a descriptive qualitative method that aimed to analyze the errors of pre service teacher in primary education when solve the problems in geometry. Participants in this research were two students who have taken the courses of Geometry and meet the criteria which is experiencing a mathematical error. Data collection technique use a question sheet and interviews. Question sheet given in order to analyze student errors that appear. While the interviews were conducted to confirm the results of student work. The results showed that the four stages of the procedure of Newman Error Analyze that comprehension, transformation, process skill and encoding occur mathematical error, logical error and strategic error. Furthermore, as new findings in this research, the error experienced by the students at this stage of the procedure Newman can cause errors in the later stages.

ANALISIS KESALAHAN SISWA DALAM MENYELESAIAKAN SOAL CERITA TENTANG PERBANDINGAN

This study aims to describe the location, type, and factors causing students to make mistakes in solving the story of the comparison. And to arrange alternative learning so that errors do not happen again. The determination of research subjects based on the results of the analysis of student work outcomes on the question of diagnostic tests provided. With diagnostic tests can be known location and type of student error, while to determine the factors causing the error obtained from an interviews with the subject of research. From the research, it is known that the research subjects made mistake in every step of problem-solving that is: understanding the problem, devising a plan, carrying out the plan, and looking back and make a conclusion. The types of mistakes made by the students are as follows: 1) the error of facts: incomplete in writing what is known about, 2) misconceptions: not making the right plan, wrong in determining the percentage of a value, wrong in comparing, Determining the values ​​compared, wrong in determining the type of comparison, 3) principle error: incorrect in using formulas to determine percentages, and incorrect in determining unknown values ​​in comparison, and 4) operation errors: errors in simplifying fractions. Factors that cause errors are a lack of thorough students in reading and understanding problems, difficulties in using and analyzing information on the problem, the existence of a misconception about the comparison. Based on the characteristics of factors causing mistakes made by students, then Problem Based Learning is one effective way to embed the concept of comparison and familiarize students in solving math problems.