Kesalahan Siswa yang Mengalami Split Attention dalam Menyelesaikan Masalah SPLDV

Gita Fajrin Jafar, Gatot Muhsetyo, I Nengah Parta

Abstract


Abstract: The purpose of this research is to describe student errors that experience split attention in solving SPLDV problems. The subject of this study were two eighth grade students in SMP Muhammadiyah 2 Malang who experienced split attention. The instrument used in this research was a mathematical problem consisting of one SPLDV problem. The results of this research show that students who experienced split attention made factual errors and procedural errors in solving SPLDV problems. Factual errors made by students is that they cannot define the x and y variables they have made. Procedural errors is not being able to determine the resolution steps for the SPLDV problem. In addition, students also cannot use the addition operation correctly. The most common error is procedure error.

Abstrak: Tujuan penelitian ini adalah mendeskripsikan kesalahan siswa yang mengalami split attention dalam menyelesaikan masalah SPLDV. Subjek penelitian ini adalah dua siswa kelas VIII SMP Muhammadiyah 2 Malang yang mengalami split attention. Instrumen yang digunakan dalam penelitian ini adalah masalah matematika yang terdiri dari satu soal SPLDV. Hasil penelitian menunjukkan bahwa siswa yang mengalami split attention melakukan kesalahan fakta dan kesalahan prosedur dalam menyelesaikan masalah yang SPLDV. Kesalahan fakta yang dilakukan siswa adalah tidak dapat mendefinisikan variabel x dan y yang telah dibuatnya. Kesalahan prosedur yang dilakukan adalah tidak dapat menentukan langkah-langkah penyelesaian untuk masalah SPLDV.  Selain itu, siswa juga tidak dapat menggunakan operasi penjumlahan dengan tepat. Kesalahan yang paling banyak dilakukan adalah kesalahan prosedur.

Keywords


error; split attention; kesalahan; split attention

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DOI: http://dx.doi.org/10.17977/jptpp.v4i5.12474

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JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


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