Email this article 
Analisis Kesalahan Siswa Kelas X SMK Bergaya Kognitif Reflektif dalam Menyelesaikan Soal Cerita Aljabar Berdasarkan Prosedur Newman
Abstract
Abstract: This research was aimed to describe errors made by students with reflective cognitive style of class X MM SMKN Klakah Lumajang in solving word problems. Two subjects were selected to solve the word problem and then interviewed. The analysis is used the Newman Error Analysis. The results show that at the understanding level, the errors are subject skips important information; the subject does not identify the variable correctly. At the transformation level, the error is subjects unable to write equations correctly. At the proses skill level, the error is students do not continue the calculation process.
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kesalahan yang dilakukan siswa kelas X MM SMKN Klakah Kabupaten Lumajang dengan gaya kognitif reflektif dalam menyelesaikan soal cerita. Dua subjek dipilih untuk menyelesaikan soal cerita aljabar kemudian dilakukan wawancara. Analisis yang digunakan adalah Analisis Kesalahan Newman. Hasil penelitian menunjukkan pada tahap pemahaman, kesalahannya berupa; subjek melewatkan informasi penting pada soal; subjek tidak mengidentifikasi variabel dengan tepat. Tahap transformasi kesalahannya berupa subjek tidak mampu menulis persamaan yang sesuai dengan informasi pada soal. Tahap keterampilan proses kesalahannya berupa siswa tidak melanjutkan proses perhitungan sehingga tidak didapatkan selesaian secara matematis.
Keywords
Full Text:
PDFReferences
Boaler, J. (2013). The Role of Contexts in the Mathematics Classroom: Do They Make Mathematics More “Real”? For the Learning of Mathematics, 13(2), 12–17.
Brown, J., & Skow, K. (2016). Identifying Error Patterns. In Mathematics: Identifying and Addressing Student Errors (hal. 16–20). http://doi.org/10.1002/ejoc.201200111
Chapman, O. (2006). Classroom Practices for Context of Mathematics Word Problems. Educational Studies in Mathematics, 62(2), 211–230. http://doi.org/10.1007/s10649-006-7834-1
Fatahillah, A., Wati, Y. F., & Susanto. (2017). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Tahapan Newman Beserta Bentuk Scaffolding yang Diberikan. Kadikma, 8(1), 40–51.
Filloy, E., Rojano, T., & Solares, A. (2004). Arithmetic/Algebraic Problem-Solving and The Representation of Two Unknown Quantities. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, hal. 391–398).
Gerofsky, S. (2016). A Linguistic and Narrative View of Word Problems in Mathematics Education. For the Learning of Mathematic, 16(2), 36–45.
Haghighi, M., Ghanavati, M., & Rahimi, A. (2015). The Role of Gender Differences in the Cognitive Style of Impulsivity- Reflectivity and EFL Success. Procedia - Social and Behavioral Sciences, 192, 467–474. http://doi.org/10.1016/j.sbspro.2015.06.072
Jonassen, D. H. (2003). Designing Research-Based Instruction for Story Problems. Educational Psychology Review, 15(3), 267–296. http://doi.org/10.1023/A:1024648217919
Jupri, A., & Drijvers, P. (2016). Student Difficulties in Mathematizing Word Problems in Algebra. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2481–2502. http://doi.org/10.12973/eurasia.2016.1299a
Legutko, M. (2008). An Analysis of Students’Mathematical Errors in the Teaching-Research Process. Handbook for Mathematics Teaching: Teacher Experiment. A Tool for Research, 141–152.
Mann, L. (1973). Differences between Reflective and Impulsive Children in Tempo and Quality of Decision Making. Child Development, 44(2), 274–279. http://doi.org/10.2307/1128047
Margarani, R., & Ismail. (2016). Profil Kemampuan Komunikasi Matematika Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif-Impulsif. Jurnal Ilmiah Pendidikan Matematika, 3(5), 500–508.
Mayer, R. E., & Massa, L. J. (2003). Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. Journal of Educational Psychology, 95(4), 833–846. http://doi.org/10.1037/0022-0663.95.4.833
Messick, S. (2014). The Nature of Cognitive Styles: Problems and Promise in Educational Practice. Educational Psychologist, 19(2), 59–74. http://doi.org/10.1080/00461528409529283
Mullis, I. V., Martin, M. O., & Foy, P. (2008). TIMMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Diambil dari http://isc.bc.edu/timss2003i/mathD.html
Polya, G. (2007). How To Solve It: A New Aspect of Mathematics Method. Garden City,NY: Princeton University Press.
Prakitipong, N., & Nakamura, S. (2006). Analysis of Mathematics Performance of Grade Five Students in Thailand using Newman Procedure. Journal of International Cooperation in Education, 9(1), 111–122. http://doi.org/10.1016/j.vacuum.2008.04.036
Puspita, A. Y. A., & Wijayanti, P. (2016). Profil Pemecahan Masalah Matematika Siswa Pada Materi Segiempat Ditinjau dari Gaya Kognitif Reflektif dan Impulsif. Jurnal Ilmiah Pendidikan Matematika, 3(5), 18–26.
Raduan, I. H. (2010). Error Analysis and the Corresponding Cognitive Activities Committed by Year Five Primary Students in Solving Mathematical Word Problems. Procedia - Social and Behavioral Sciences, 2(2), 3836–3838. http://doi.org/10.1016/j.sbspro.2010.03.600
Rozencwajg, P., & Corroyer, D. (2005). Cognitive Processes in the Reflective-Impulsive Cognitive Style. Journal of Genetic Psychology, 166(4), 451–463. http://doi.org/10.3200/GNTP.166.4.451-466
Santoso, D. A., Farid, A., & Ulum, B. (2017). Error Analysis of Students Working about Word Problem of Linear Program with NEA Procedure. Journal of Physics: Conference Series, 855(1). http://doi.org/10.1088/1742-6596/855/1/012043
Scheiter, K., Gerjets, P., & Schuh, J. (2010). The Acquisition of Problem-Solving Skills in Mathematics: How Animations can Aid Understanding of Structural Problem Features and Solution Procedures. Instructional Science, 38(5), 487–502. http://doi.org/10.1007/s11251-009-9114-9
Soemantri, S. (2018). Pengaruh Gaya Kognitif Konseptual Tempo terhadap Tingkat Kesalahan Siswa. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 18(1), 74–85.
Soneira, C., González-calero, J. A., & Arnau, D. (2017). Indexical Expressions in Word Problems and Their Influence on Multiple Referents of the Unknown. International Journal of Science and Mathematics Education, 1–21. http://doi.org/10.1007/s10763-017-9824-4
Warli. (2013). Kreativitas Siswa SMP yang Bergaya Kognitif Reflektif atau Impulsif dalam Memecahkan Masalah Geometri. Jurnal Pendidikan dan Pembelajaran, 20(2), 190–201.
White, A. L. (2005). Active Mathematics in Classrooms: Finding out why children make mistakes – and then doing something to help them. Square One, 15(4), 15–19.
White, A. L. (2010). Numeracy, Literacy and Newman’s Error Analysis. Journal of Science and Mathematics Education in Southeast Asia, 33(2), 129–148.
Wijaya, A., Heuvel-panhuizen, M. Van Den, Doorman, M., & Robitzch, A. (2014). Difficulties in Solving Context-based PISA mathematics tasks : An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555–584. http://doi.org/10.1139/t02-118
DOI: http://dx.doi.org/10.17977/jptpp.v4i2.11986
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Ahmad Fathoni Abas, Toto Nusantara, Sudirman Sudirman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
