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Analysis and Unraveling Misconceptions: Examining Tenth-Grade High School Students’ Errors in HOTS Questions on Exponential Equations and Effective Scaffolding Strategies

Nunik Indayani, Erry Hidayanto, Sisworo Sisworo

Abstract


The objective of this study is to elucidate the errors made by tenth-grade students at SMA Hati Bilingual Boarding School Probolinggo, Indonesia, when tackling Higher Order Thinking Skills (HOTS) questions on exponential equations, along with the scaffolding process employed to mitigate these errors. Employing qualitative research methods, four participants were chosen based on their performance in completing HOTS questions on exponential equations, followed by in-depth interviews. The identified student errors encompass basic errors, appropriate errors, missing information, and partial insights. The analysis aligns these errors predominantly with Brodie’s error taxonomy. Furthermore, the study highlights the efficacy of instructional scaffolding, utilizing the Roehler and Cantlon model. Future research avenues could diversify by exploring students’ error patterns in addressing HOTS questions through alternative theoretical frameworks, thereby enriching pedagogical strategies aimed at optimizing educational outcomes.

Keywords


error analysis; HOTS question; exponential equation; Brodie error taxonomy; scaffolding

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References


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DOI: http://dx.doi.org/10.17977/jps.v11i32023p103