Using Newman Error Analysis to Detect Students Error in Solving Junior High School Mathematics Problem
Abstract
Abstract The existence of student errors is due to the inability of the students to receive and process the information contained in the given questions. Therefore, it is necessary to conduct an analysis to find out student errors so that the results obtained in the analysis can be used by teachers to provide appropriate assistance to students, either through methods or media in learning mathematics. This study is a qualitative descriptive study. The purpose of this study was to find out how many errors were made by the eighth-grade class of Nurul Falah MTs in solving math problems according to Newman’s theory in school year 2021/2022. So that solutions to reduce errors can be found and also to emphasize which parts require a deeper understanding in solving math problems. The results of the analysis showed that the percentage of student errors in the Reading Error (RE) phase was 13.33 percent, Reading Comprehension (RC) phase was 42.22 percent, Transformation Error (TE) phase was 28.89 percent, Process Skill (PS) phase was 71.11 percent, and the Encoding Error (EE) phase was 86.67 percent. From the results of the analysis, it can be seen that the most errors made by students are Encoding Error, which are 86.67 percent.
Keywords student error analysis, Islamic junior high school, Newman’s Theory.
Abstrak Adanya kesalahan para siswa dikarenakan belum mampunya menerima dan mengolah informasi yang ada pada soal yang diberikan. Oleh karena itu perlu dilakukan analisis dalam mengetahui kesalahan-kesalahan siswa sehingga dengan hasil yang diperoleh dalam analisis dapat digunakan oleh guru untuk memberikan bantuan yang tepat, baik melalui metode ataupun media dalam pembelajaran, kepada para siswa. Penelitian ini adalah penelitian deskriptif kualitatif. Adapun tujuan dari penelitian ini adalah mengetahui seberapa besar tingkat kesalahan yang dilakukan oleh para siswa kelas VIII MTs Nurul Falah Kefamenanu dalam menyelesaikan soal matematika menurut teori Newman pada tahun ajaran 2021/2022. Sehingga solusi untuk mengurangi kesalahan dapat ditemukan dan juga untuk menekankan dibagian mana saja yang membutuhkan pemahaman yang lebih mendalam dalam menyelesaikan soal matematika. Hasil analisis yang dilakukan menunjukkan bahwa ) persentase kesalahan siswa pada tahapan Reading Error (RE) sebesar 13.33 persen, tahapan Reading Comprehension (RC) sebesar 42.22 persen, tahapan Transform Error (TE) sebesar 28.89 persen, tahapan Process Skill (PS) sebesar 71.11 persen, dan tahapan Encoding Error (EE) sebesar 86.67 persen. Dari hasil analisis tersebut terlihat bahwa kesalahan yang paling banyak dilakukan oleh para siswa adalah kesalahan Encoding Error atau kesalahan dalam pengkodean, yaitu sebesar 86.67 persen.
Kata kunci analisis kesalahan siswa, MTs, Teori Newman.
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