Open AccessKesalahan siswa dalam menyelesaikan soal operasi bilangan model ujian negara tingkat SMP
Author(s) -
Alfha Vionita,
Hartono Hartono
Publication year - 2021
Publication title -
jurnal riset pendidikan matematika/jurnal riset pendidikan matematika
Language(s) - English
Resource type - Journals
eISSN - 2477-1503
pISSN - 2356-2684
DOI - 10.21831/jrpm.v8i1.16447
Subject(s) - reading comprehension , humanities , mathematics , mathematics education , psychology , reading (process) , linguistics , art , philosophy
Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model Ujian Negara (UN) untuk tingkat SMP. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif. Survei dilaksanakan pada siswa SMP kelas IX se-Kabupaten Dharmasraya, Indonesia. Sampel penelitian sebanyak 104 siswa dipilih menggunakan teknik stratified propotional random sampling. Instrumen penelitian menggunakan tes diagnostik berupa soal uraian yang dimodifikasi dari soal pilihan ganda pada UN tingkat SMP. Hasil penelitian menunjukkan bahwa jenis kesalahan siswa dalam menyelesaikan soal operasi bilangan model UN untuk tingkat SMP yaitu kesalahan membaca (reading erorrs) sebanyak 30%; kesalahan pemahaman (comprehension errors) sebanyak 40%; kesalahan transformasi (transformations errors) sebanyak 83%; kesalahan keterampilan proses (processing skill errors) sebanyak 85%; dan kesalahan menarik kesimpulan (encoding errors) sebanyak 85%. AbstractThis study aimed to describe the types of students’ errors in solving the number operation problem of the state examination (Ujian Negara or UN) model for the junior high school level. This study was a survey with a quantitative approach. The survey was conducted on ninth-grade junior high school students in Dharmasraya Regency, Indonesia. The number of study samples was 104 students who were selected using the stratified proportional random sampling technique. The instrument used was a diagnostic test in the form of an essay problem which was modified from the multiple-choice national examination test at the junior high school level. The results showed that the types of students’ errors in solving the UN model problem on the topic of number operations were: reading errors (30%); comprehension error (40%); transformations errors (83%); processing skill errors (85%); and encoding errors (85%).