An Analysis of Students Error In Solving PISA 2012 And Its Scaffolding (original) (raw)
Related papers
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...
Identifying (Indonesian) Students’ Difficulties in Solving Context-Based (PISA) Mathematics Tasks
2014
This paper reports an investigation of the difficulties experienced by (Indonesian) students when solving context-based mathematics tasks. A total of 362 students from 11 schools located in rural and urban areas in the Province of Yogyakarta participated in a paper-and-pencil test. The test items comprised 34 tasks which were selected from the released items of the Programme for International Student Assessment (PISA) tasks. Students’ difficulties were examined through an error analysis for which an analysis framework was used. The framework consisted of four error types: comprehension, transformation, mathematical processing, and encoding. The data analysis revealed that the most dominant errors made by the students were comprehension errors (38%) and transformation errors (42%). Of all errors made by students 17% were mathematical processing errors and only 3% were encoding errors. These findings indicate that (Indonesian) students mostly had difficulties in comprehending a contex...
Jurnal Cendekia : Jurnal Pendidikan Matematika, 2021
Learning mathematics is a crucial part of education. Mathematics is one of the subjects feared by students. One of the problems in the object of mathematics study is the material for X class of Senior High School. Students of grade X are undergoing adaptation from the junior high school level to the high school level so that the findings of conceptual errors, calculations, and thinking patterns in problem-solving algorithms are often found. This also happened to the students of the Muhammadiyah Senior High School Special Program of Kottabarat Surakarta. In connection with the above problems, the author analyzes student errors in solving math problems at the Muhammadiyah senior high school special program of Kottabarat Surakarta.This study aims to find out errors, causes of error, and alternative problem solving related to students' errors in solving math problems. This research is qualitative descriptive research. The research subjects were taken by sampling purposes. they are ...
Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors
The intention of this study was to clarify students' difficulties in solving context-based mathematics tasks as used in the Programme for International Student Assessment (PISA). The study was carried out with 362 Indonesian ninth-and tenth-grade students. In the study we used 34 released PISA mathematics tasks including three task types: reproduction, connection, and reflection. Students' difficulties were identified by using Newman's error categories, which were connected to the modeling process described by Blum and Leiss and to the PISA stages of mathematization, including
Jurnal Riset Pendidikan Matematika, 2018
This study aimed to describe the students’ problem solving skill of senior high school and islamic high school in Tegal Regency in solving the problem of PISA based on Polya’s stage. The type of this study was a survey research with quantitative approach. The population was the students of senior high schools and islamic high schools in Tegal Regency. A sample of 389 students of grade X from 12 schools was estabilished using the stratified random sampling technique and cluster random sampling. The data were collected by using a test utilizing 12 PISA test items (reliability was 0.668). The Description of the data were analyzed using mean score, standard deviation, maximum and minimum score, and the percentage of correct answer. The results showed that the problem solving skill of senior high school and islamic high school students in Tegal Regency in solving the problem of PISA based on Polya’s stage was categorized as low. The indicators of the devising plan and looking back showed...
2018 IEEE 10th International Conference on Engineering Education (ICEED), 2018
Application of mathematical concepts in the real world requires the use of problem solving skill. The skill is also one of the important components in the learning of mathematics at upper secondary schools. In addition, the emphasis on mathematical problem solving skill in Malaysian system of education can result in the improvement in Programme for International Student Assessment (PISA). The success of teaching and learning using problem solving is determined by students' behaviour. Thus, different forms of problem-solving questions allow careful observations to be done on students' behaviour. Consequently, the behaviour of successful and less successful students can be distinguished. Therefore, this study aims to determine how students' behaviour differs when they respond to mathematics questions in PISA. A method of data collection named as thinking aloud was conducted among six Form 2 students. The results of this study showed that successful students emphasised beha...
Mathematical Literacy of Junior High School Students in Solving Problems PISA in Minang Context
JTAM (Jurnal Teori dan Aplikasi Matematika)
Often the use of repeated questions and answers is given by the teacher so that they cannot analyze students' mathematical literacy abilities. There needs to be a solution to the PISA problem so that student competencies can be seen clearly. The teacher should analyze this so that it does not happen continuously so that a way can be found to overcome it. The purpose of this study was to determine the mathematical literacy of junior high school students when working on PISA questions in the Minang context. This type of research is descriptive qualitative research. The results of the PISA test and interviews became the data in this study. To find out more detailed data, the authors took the research subjects based on the results of the PISA test later and categorized the subjects into the highest, medium and lowest. In this study, researchers used indicators of mathematical literacy level according to PISA. The results of this study indicate that in formulating the situation mathe...
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.
2014
The quality of mathematics education in Indonesia is still low. This is at least acquired from the attainment of the students of Indonesia participating in international assessments, such as PISA and TIMSS. Some of the main causes are mathematics learning that is poorly related to the contexts of living that students experience. In addition, teacher lacks facilitating students in problem solving activities. Therefore, teacher needs to familiarize students with PISA and TIMSS like questions in mathematics learning and teach them the process and strategies of solving problem. Within this article, it is given an alternative problem solving process for PISA and TIMSS like questions with 4 (four) stages, along with 12 (twelve) core strategies of problem solving and other strategies that can also be taught to students.
Students’ Ability in Working the Mathematics Problem
Advances in Social Science, Education and Humanities Research, 2021
According to Bloom's taxonomy revised there are 6 levels of cognitive ability as indicators of student learning outcomes. In this study, the abilities studied were limited to the ability to apply concepts. This research is a qualitative descriptive study, with the subject of the research being the eighth-grade students of SMPN 3 Singaraja in the academic year 2018/2019, as many as 30 people. Research data were collected using essay tests. Data analysis was performed descriptively and qualitatively. The results showed that a score of students' abilities in working on application problems an average of 64.67 were in sufficient qualifications. The types of errors made by students in working on the math problem in question include misunderstanding of concepts, misconceptions, arithmetic errors, procedural errors, and errors in understanding symbols. The average of students who made these mistakes, respectively: 27%, 6%, 24%, 19%, and 10%.