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All Journal Algebra : Jurnal Pendidikan Sosial dan Sains
Yuli Amalia
Bina Bangsa Getsempena University
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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ANALYSIS OF STUDENT ERRORS IN SPLTV LITERACY QUESTIONS USING THE NEWMAN PROCEDURE Maulita Annisa; Rita Novita; Yuli Amalia
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 2 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/9dcmse25

Abstract

This study analyzed Grade X students' errors in solving mathematical literacy problems involving systems of linear equations in three variables (SPLTV, the Indonesian abbreviation) using Newman's procedure and identified factors associated with those errors. A descriptive qualitative design involved 57 students from three schools in Banda Aceh and Aceh Besar: SMAN 15 Banda Aceh (n = 20), SMAN 1 Kuta Baro (n = 17), and SMK SMTI Banda Aceh (n = 20). Data were collected through three written literacy tasks, interviews, and documentation; interview participants represented upper, middle, and lower within-school performance strata. Written responses were coded into reading, comprehension, transformation, process-skill, and encoding errors, while interviews clarified the reasoning behind observed errors. Across 171 student-item responses, transformation errors were most frequent (44; 25.7%), followed by encoding (42; 24.6%), comprehension and process-skill errors (36 each; 21.1%), and reading errors (15; 8.8%). Interview evidence indicated difficulties in converting contextual information into equations, applying elimination or substitution accurately, maintaining calculation precision, and expressing a contextual final conclusion. The findings suggest that instruction on three-variable linear systems should explicitly scaffold mathematical modeling, procedural verification, and interpretation of final answers rather than focusing only on algebraic computation.
THE PROBLEM-BASED LEARNING MODEL TO IMPROVE STUDENTS' CREATIVE THINKING ONTHE MATERIAL OF SIMILARITIES Monalisa; Intan Kemala Sari; Yuli Amalia
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 2 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/dqqbk696

Abstract

This study examined whether Problem-Based Learning (PBL) was associated with improved mathematical creative thinking in similarity among ninth-grade students. A quantitative pre-experimental one-group pretest-posttest design was used with 22 students in Grade IX-1 at SMP Negeri 1 Sukamakmur, Aceh Besar, selected through purposive sampling. Creative thinking was assessed through four essay problems covering fluency, flexibility, originality, and elaboration. Scores were analyzed descriptively and with a paired-samples t-test after checking the normality of score differences. The mean score increased from 31.53 on the pretest to 61.51 on the posttest, a mean gain of 29.97 points. All four indicators improved, with the largest gain in fluency. The paired-samples test showed a statistically significant within-group increase, t(21) = 15.94, p < .001, with a large standardized effect, Cohen's dz = 3.40. All 22 students obtained higher numerical scores, and 21 students (95.5%) moved to a higher descriptive creativity category. These findings indicate substantial improvement after PBL implementation. However, because the study used no control group, the result should be interpreted as strong within-group evidence rather than definitive causal proof. PBL can support creative mathematical thinking by engaging students in exploring, comparing, and explaining alternative solution strategies.
Co-Authors Intan Kemala Sari Maulita Annisa Monalisa Rita Novita