Error Analysis of Fifth-Grade Students of Elementary School in Geometry Problem Solving Based on Newman's Procedure (original) (raw)
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Desimal: Jurnal Matematika, 2020
This research was aimed to analyze student's errors on triangular and quadrilateral material in terms of problem-solving ability. This research was motivated by the low problem-solving ability and errors often made by students during the mathematics learning. The research approach was descriptive-qualitative that was done by analyzing the students' difficulty in solving description problems. The techniques of data collection were observation, learning outcomes tests, and interviews. The data were analyzed qualitatively based on Newman Error Analysis. Based on the results of the research, it was found that students' reading errors were in the high, medium, and low categories. Students' comprehension errors were in the medium and low categories, students' transformation errors were in the high, medium, and low categories, students' process skills errors were in the high, low, and medium categories and students writing errors (encoding error) were in the high, m...
2014
This research objective is to analyze students error in solving word problems by using the stages of Newman’s Error Analysis. This research used descriptive qualitative. The subject of the research was 30 of 8th grade students of Madrasah Tsanawiyah Negeri Kampak Trenggalek academic year 2013/2014. Based on the finding, it could be concluded that: 1) At the reading stage, 8% students made errors. The difficulties face by students were they could not interpret the sentences well. 2) At the stage of comprehension, 23% students made errors including not writing what was known, not writing what was asked in the questions, writing what was known but not accordance with the request of the questions
INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021
This research is based on the low understanding of students' geometry, this causes students' errors in solving problems, particularly at the surface area of polyhedron topic. The aim of the study is to describe students' errors in answering questions about the surface area of polyhedron based on Van Hiele's geometric thinking level consisting of: stage 0 (visualization), stage 1 (analysis), stage 2 (informal deduction), stage 3 (deduction) and stage 4 (rigor). The method used in this research is descriptive qualitative. This research was conducted at one of the junior high schools in Bengkulu city. The selection of research subjects was based on the previous student's test scores and interviews with the mathematics teacher who taught in the class. The subjects selected were 6 students from a total of 32 students. The data collection technique used a written test regarding the surface area of the polyhedron and interviews. The result's conclusion of this study is that the students' geometric thinking level is only at level 0 (visualization), level 1 (analysis) and level 2 (informal deduction). From the three levels identified student errors include comprehension errors, reading errors, transfomation errors, encoding errors and process skills errors.
Journal of Physics: Conference Series, 2018
This study aims to determine the types and causes of errors, as well as efforts being attempted to overcome the mistakes made by junior high school students in completing PISA content space and shape. Two subjects were selected based on the mathematical ability test results with the most error, yet they are able to communicate orally and in writing. Two selected subjects then worked on the PISA ability test question and the subjects were interviewed to find out the type and cause of the error and then given a scaffolding based on the type of mistake made.The results of this study obtained the type of error that students do are comprehension and transformation error. The reasons are students was not able to identify the keywords in the question, write down what is known or given, specify formulas or device a plan. To overcome this error, students were given scaffolding. Scaffolding that given to overcome misunderstandings were reviewing and restructuring. While to overcome the transformation error, scaffolding given were reviewing, restructuring, explaining and developing representational tools. Teachers are advised to use scaffolding to resolve errors so that the students are able to avoid these errors.
base of mathematical knowledge to face the challenge of modern technological society. Besides Arithmetic and Algebra, Geometry is another branch, which dominates the learning of mathematics in higher classes. Whereas Arithmetic and Algebra both are the science of number, Geometry is the science of lines and figures. The world of mathematics is the world of measurement. The process of measurement is incomplete without Geometry. This study is an attempt to find out the errors committed by eighth grade students in solving problems
Zenodo (CERN European Organization for Nuclear Research), 2023
The study was intended to analyze Senior High School students' errors in solving algebra word problem using Newman's Error Analysis (NEA). The study employed descriptive qualitative design. 70 S.H.S 1 students were randomly sampled from the three Senior High Schools within the Nkoranza North District. Teacher-made word problem diagnostic test was conducted and Newman's Error Analysis (NEA) checklist used to analyze students' errors in the test. Various descriptive statistics such as Bar graph, pie chart and frequency distribution were used to described the errors committed. The study found that, out of the 623 total errors committed by the 70 students in the 10-item test, 45.4% was on comprehension errors, 34.4% was transformation errors, 13% was process skills errors, 5% was encoding errors and the least being reading errors which is 2.2%. It is recommended that mathematics teachers thoroughly teach the meaning of words used in crafting word problem items and also tailor their strategies towards the changing of word problems into mathematical models and equation. The finding of this study would equip mathematics teachers within the study setting with a scientific based information on the kind of errors students make in solving word problems. This information would then be used as foundation in coming out with strategies to mitigate or curtail the errors students commit in solving word problem.
Analysis of mathematical problem solving skill of fifth grade students on geometry material
THE 4TH INTERNATIONAL CONFERENCE ON LIFE SCIENCE AND TECHNOLOGY (ICoLiST)
In mathematics learning, students have to master one of the mathematic's skills, which is problem solving skills. The result of research of PISA in 2008 showed that the percentage of students' skills in finishing some high-level mathematics questions only represented 1% from the average of OECD with 11%. The goal of this research is to identify the students' problem solving skills in the subject of geometry in the fifth grade. This research uses qualitative and descriptive methods. The subject of research is all students of fifth grade in one of the Bandung regency elementary schools, including 39 people. The data acquisition is by giving a test of problem solving, an observation, an interview, and documentation. The data analysis technique is based on Miles and Huberman's qualitative analysis of data, which entails data reduction, data presentation, and data verification. According to the research findings, the average score for students' ability to solve problems in the subject of geometry is 53,9. That information indicates that the students' problem solving ability is lacking. There are 20% of students who belong to a perfect group, 10% who belong to a good group, 12.8% who belong to a sufficient group, 33% who belong to a minus group, and 23.1% who belong to the least category. When it comes to the approach used by students to complete the issue in solving the question, it is the strategy of drawing a picture, creating a table, guessing and retesting, creating some sub-problems, and utilizing a formula.
Jurnal Geuthèë: Penelitian Multidisiplin, 2019
One of the material in mathematics lesson is algebra operation. Algebraic materials require the students to master the concept of algebra that becomes the basis for learning the next material. However, students still make mistakes in solving problems related to algebra operations. Includes the problem solving form of the story problem that adds difficulties for students. The purpose of this study is to find out what the mistakes and causes of mistakes made by students of class VIII SMP Negeri 1 Banda Aceh in solving the story based on Newman procedures. The approach used is a qualitative approach with the type of research is descriptive. Data collection using tests and interviews. The research involves students VIII-1, amounting to 27 students. Subjects of interview research taken 3 of 27 students class VIII-1, with the criteria of students who do a lot errors. Each subject was interviewed related to the results of his work on the algebra operation about story problem. The validity ...
Analysis of Students' Difficulties in Solving Problems Related to Solid Geometry
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The aim of this research is to identify the challenges faced by students when solving problems related to solid geometry. The research design employed in this study is descriptive qualitative research. The target population was 23 class VI MI Muhammaduddarain students in the 2022/2023 academic year, who were selected using purposive sampling. The research sample consists of three students who encountered difficulties while solving problems in solid geometry. The selection of research subjects was based on their work, which exhibited the most errors in problem-solving related to solid geometry. Data collection techniques encompassed interviews, tests, and documentation. The research findings indicate that the students encountered various difficulties when solving problems related to solid geometry, including (1) challenges in comprehending the concepts, (2) difficulties in applying principles, and (3) struggles in employing process skills.
2018
Solving mathematics problem is a mental activity that someone does by using knowledge, skills, and understanding to get the final result as a response. In solving mathematics problem, many students still make mistakes. An error in solving mathematics problem occurs when students answer the question incorrectly. Newman's Error Analysis is used in this research including reading error, comprehension error, transformation error, process skill error, and encoding error. The causes of students' error from their intellectual ability in understanding the three dimension topic. The research purpose is to describe (1) the location of error made by high school students in solving mathematics problems related to the three dimension topic and (2) the causes of error made by high school students in solving mathematics problems related to the three dimension topic. The researcher used descriptive qualitative research design. The data were collected at SMA Muhammadiyah 1 Taman Sidoarjo. Fo...