ANALYSIS OF STUDENTS’ ERRORS IN SOLVING CURVED FACE THREE-DIMENSIONAL PROBLEMS BASED ON KASTOLAN’S STAGE REVIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL BANGUN RUANG SISI LENGKUNG BERDASARKAN TAHAPAN KASTOLAN DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT
Abstract
This study aims to analyze the types of errors made by students in solving curved face three-dimensional problems based on Kastolan’s stages reviewed from field-dependent and field-independent cognitive styles. This study uses descriptive research with a qualitative approach. The subjects in this study were 4 students of class IX A SMP Muhammadiyah 1 Jember who had completed the cognitive style test and soblukan ethno mathematical story questions, then continued with interviews to obtain more in-depth information. The subject was chosen based on the work of students who made the most mistakes according to the Kastolan error stage indicator. The results obtained in this study are field-dependent students mostly make conceptual, procedural, and technical errors. The form of conceptual error experienced was that students misinterpreted the problem in the form of pictures, students did not conceptualize the height of the cone, and students misinterpreted the shape of the cylinder. The form of procedural error experienced was wrong in determining the formula and students were wrong in determining the surface area of the soblukan’s lid. The form of technical error experienced, students were wrong in doing calculations. The field-independent students made more technical errors. The form of technical error is that students are wrong in doing calculations. Through this research, it is expected that teachers can design learning to minimize student errors in solving problems by looking at the types of errors that have the most.
Downloads
References
Andriyani, A., & Ratu, N. (2018). Analisis kesalahan siswa dalam menyelesaikan soal cerita pada materi program linear ditinjau dari gaya kognitif siswa. Pendekar: Jurnal Pendidikan Berkarakter, 1(1), 16-22. https://doi.org/10.31764/pendekar.v1i1.252.
Apiati, V., Heryani, Y., & Muslim, S. R. (2019). Etnomatematik dalam bercocok tanam padi dan kerajinan anyaman masyarakat Kampung Naga. Mosharafa: Jurnal Pendidikan Matematika, 8(1), 107–118. https://doi.org/10.31980/mosharafa.v8i1.417.
Darmono, A. (2012). Identifikasi gaya kognitif (cognitive style) peserta didik dalam belajar. Al-Mabsut, 3(1), 63–69. Retrieved from https://www.ifets.into/journals/91/23.pdf.
Fatahillah, A., Wati, Y. F., & Susanto. (2017). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan tahapan newman beserta bentuk scaffolding yang diberikan. Jurnal Kadikma, 8(1), 40–51. Retrieved from http://jurnal.unej.ac.id/index.php/kadikma/article/view/5229.
Hidayat, B. R., Sugiarto, B., & Pramesti, G. (2013). Analisis kesalahan siswa dalam menyelesaikan soal pada materi ruang dimensi tiga ditinjau dari gaya kognitif siswa (Penelitian dilakukan di SMA Negeri 7 Surakarta Kelas X Tahun Ajaran 2011/2012). Jurnal Pendidikan Matematika Solusi, 1(1), 39–46.
Khanifah, N. M., & Nusantara, T. (2013). Analisis kesalahan penyelesaian soal prosedural bentuk pangkat bulat dan scaffoldingnya. Jurnal Online Universitas Negeri Malang, 1–23. Retrieved from http://repository.um.ac.id/id/eprint/15808.
Noviani, J. (2019). Analisis kesalahan tahapan kastolan dan pemecahan masalah model polya pada mata kuliah matematika finansial. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 3(1), 27–39. https://doi.org/10.32505/qalasadi.v3i1.891.
Nuraida, I. (2017). Analisis kesalahan penyelesaian soal bangun ruang sisi lengkung siswa kelas IX SMP Negeri 5 Kota Tasikmalaya. Jurnal Teori Dan Riset Matematika (TEOREMA), 1(2), 25–30. https://doi.org/10.25157/.v1i2.550.
Raharti, A. D., & Yunianta, T. N. H. (2020). Identifikasi kesalahan matematika siswa smp berdasarkan tahapan kastolan. Journal of Honai Math, 3(1), 77–100. https://doi.org/10.30862/jhm.v3i1.114.
Santoso, T., Cholily, Y. M., & Syaifuddin, M. (2021). An analysis of students’ errors in completing essay hots questions based on watson’s criteria viewed from the cognitive style perspective. JTAM (Jurnal Teori Dan Aplikasi Matematika), 5(1), 121. https://doi.org/10.31764/jtam.v5i1.3776.
Siswandi, E., Sujadi, I., & Riyadi. (2016). Analisis kesalahan siswa dalam menyelesaikan masalah matematika kontekstual pada materi segiempat berdasarkan analisis newman ditinjau dari perbedaan gender (studi kasus pada siswa Kelas VII SMPN 20 Surakarta). Jurnal Elektronik Pembelajaran Matematika, 4(7), 633–643. Retrieved from https://jurnal.fkip.uns.ac.id/index.php/s2math/article/view/9169.
Suryani, D. R., Nengsih, L. W., Sianturi, M., Nur ‘Aini, K. D., & Meirista, E. (2018). An analysis of grade IV’S error on whole number based on newman procedure’s cognitive style. Atlantis Press, 1(1), 849–852. https://doi.org/10.2991/icst-18.2018.172.
Susanto, H. A. (2015). Pemahaman pemecahan masalah berdasar gaya kognitif. Jakarta: Deepublish.
Ulfa, D., & Kartini, K. (2021). Analisis kesalahan siswa dalam menyelesaikan soal logaritma menggunakan tahapan kesalahan kastolan. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 542–550. https://doi.org/10.31004/cendekia.v5i1.507.
Yudianto, E., Susanto, S., Sunardi, S., Sugiarti, T., & Fajar, F. A. (2020). The ethnomathematics in making woven bamboo handicrafts of using community in Banyuwangi, Gintangan village as geometry teaching material. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012011.
Copyright (c) 2022 Erfan Yudianto, Liski Roswita Dinia, Titik Sugiarti, Dian Kurniati, Nurcholif Diah Sri Lestari
This work is licensed under a Creative Commons Attribution 4.0 International License.
