English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Mathematics is an important part of education. Through mathematics learning, students are expected to think systematically, logically, critically, creatively and consistently. Often when learning math, however, students make mistakes. These errors, when viewed plainly are reasonable mistakes. Nevertheless, they should not be allowed to happen continuously. If the errors are left unchecked, then the process of developing students’ knowledge will not improve. Based on observations in the grade 8A class at Sekolah Lentara Harapan in Medan, students usually made mistakes in solving mathematics problems. This study aims to analyz e the types of errors made by students in solving mathematics problem and  the causes of those mistakes. The research method used was the qualitative research method. The researcher gathered data through tests, interviews, and observations. Test s and observation s data were gathered from 35 students in class 8 A . The subjects were 6 students who were chosen based on their results and certain criteria. Afterward, they were interviewed about their test result s to gather further information about the types of errors and the factor s which cause d the error. The mistakes then were analyzed based on the types of errors using N ewman’s procedures which are (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) encoding errors . The results showed that students performed all types of errors . Factors which caused students to make those errors were that they did not understand the meaning of symbols used , they used several symbols incorrectly, they could not to read the symbol , they forgot the proper formulas to be used , they wrote the formula in a rush , they did not master the pre-requisite topic of algebra arithmetic operation , they were careless, and they did the test in a rush . BAHASA INDONESIA ABSTRAK :  Pelajaran matematika merupakan salah satu bagian penting dalam bidang pendidikan. Melalui pembelajaran matematika, siswa diharapkan dapat melatih cara berpikir secara sistematis, logis, kritis, kreatif dan konsisten. Dalam kenyataannya, sering kali ketika belajar matematika, siswa melakukan kesalahan-kesalahan. Kesalahan-kesalahan ini jika dilihat secara kasat mata merupakan kesalahan-kesalahan yang wajar. Tetapi tentunya kesalahan ini tidak boleh dibiarkan terjadi terus-menerus. Jika kesalahan tersebut dibiarkan, maka proses pengembangan pengetahuan siswa tidak akan berjalan dengan baik. Berdasarkan observasi di kelas VIII A SLH Medan, siswa sering melakukan kesalahan pada saat mengerjakan soal-soal matematika. Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan yang dilakukan oleh siswa dalam mengerjakan soal matematika materi fungsi serta faktor penyebabnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Pengumpulan data dilakukan dengan tes, wawancara dan observasi partisipatif. Tes dan observasi dilakukan di kelas VIII A yang terdiri dari 35 siswa. Subjek penelitian terdiri dari 6 siswa yang dipilih berdasarkan hasil tes dengan kriteria tertentu kemudian diwawancarai terkait hasil pekerjaannya untuk memperoleh informasi yang lebih jelas mengenai jenis kesalahan yang dilakukan serta faktor yang menyebabkan terjadinya kesalahan tersebut. Kesalahan yang dilakukan oleh siswa dianalisis berdasarkan jenis-jenis kesalahan pada prosedur Newman yang terdiri dari (1) kesalahan membaca soal, (2) kesalahan memahami masalah, (3) kesalahan transformasi, (4) kesalahan keterampilan proses dan (5) kesalahan penulisan jawaban. Hasil penelitian menunjukkan bahwa siswa melakukan semua jenis kesalahan tersebut. Faktor penyebabnya adalah siswa tidak mengerti makna simbol, terdapat simbol-simbol tertentu yang tidak dapat dimaknai dengan tepat, lupa cara membaca simbol, lupa rumus yang harus digunakan, terburu-buru saat menuliskan rumus, kurang menguasai materi prasyarat yaitu operasi hitung bentuk aljabar, kurang teliti serta terburu-buru dalam mengerjakan soal.

johme: journal of holistic mathematics education

ANALISIS KESALAHAN SISWA KELAS VIII SLH MEDAN DALAM MENGERJAKAN SOAL MATEMATIKA MATERI FUNGSI DITINJAU DARI PROSEDUR NEWMAN [ANALYZING STUDENTS’ ERRORS IN SOLVING MATHEMATICS PROBLEMS IN FUNCTION TOPICS BASED ON NEWMAN’S PROCEDURES IN GRADE 8 AT SLH MEDAN]