ANALISIS KESALAHAN PESERTA DIDIK DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL
Abstract
Abstrak
Tujuan penulisan ini adalah untuk mendeskripsikan kesalahan-kesalahan peserta didik dalam menyelesaikan soal cerita SPLDV. Identifikasi latar belakang masalah dari penelitian ini adalah masih banyak peserta didik yang mengalami kesalahan dalam menyelesaikan soal cerita tentang Sistem Persamaan Linier Dua Variabel. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah peserta didik kelas VIII SMP Negeri 1 PAKIS, Kabupaten Malang yang berjumlah 31 peserta didik. Analisis dilakukan dengan menggunakan tahapan Newman. pengumpulan data dilakukan menggunakan instrumen tes dan non tes. Hasil penelitian menunjukkan bahwa sebagian besar peserta didik masih melakukan kesalahan dalam menyelesaikan soal cerita SPLDV. Dalam penelitian ini, ditemukan jumlah peserta didik yang malakukan kesalahan dalam menyelesaikan soal cerita berdasarkan tipe kesalahan tahapan Newman, yaitu 1). 4 peserta didik salah pada tahap Reading (membaca), 2). 6 peserta didik salah pada tahap Comprehension (memahami), 3). 6 peserta didik salah pada tahap transformation (transformasi), 4). 7 peserta didik salah pada tahap Process Skill (keterampilan proses), 5). 4 peserta didik salah pada tahap Encoding (pengkodean)
Abstract
The purpose of this paper is to describe the errors of students in solving the problem of SPLDV story Identify the background of the problem of this research is still a lot of students who have errors in solving the story of the System of Two Variable Linear Equations. This research is a descriptive research with qualitative approach. Subjects in this study were students of class VIII SMP Negeri 1 PAKIS, Malang regency which amounted to 31 students. The analysis is done by using the Newman stages. data collection was conducted using test and non test instruments. The results show that most students still make mistakes in solving the SPLDV story problem. In this study, found the number of students who make mistakes in solving the story problem based on the type of error Newman stages, namely 1). 4 students are wrong at the Reading stage (reading), 2). 6 students are wrong at the Comprehension stage (understand), 3). 6 students are wrong at the transformation stage, 4). 7 students are wrong at Process Skill stage (process skill), 5). 4 students are wrong on the Encoding (encoding) stage.
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Idris, N. & Narayanan, L. M. (20110. “Error Patterns in Addition and Subtraction of Fractions among Form Two Student”. Journal of Mathematics Education: 35-54.
In’am. (2012). “Perspectif Metakognitif Guru dalam Pembelajaran Matematika di Sekolah Dasar”. Sekolah dasar Kajian Teori dan Praktik Pendidikan:133-144.
Damayanti, N. Mayangsari, S. (2017). ‘Analisis kesalahan siswa dalam konsep operasi hitung pada pecahan”. Malang: JIE. 30-4
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San Pedro, M. O. Z., d Baker, R. S., and Rodrigo, M. M. T. (2014). “Carelessness and Affectin an Intelligent Tutorung System for Mathematics”. International Journal of Artificial Intelegence un education: 189-210
White, A. L. (2005). “Active Mathematics in Classrooms: Finding Out Why Children Make Mistake and then doing Something to Help Them”. Square One: 15-19.
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