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ANALISIS KESALAHAN DALAM MENYELESAIKAN UJIAN AKHIR SEMESTER MATEMATIKA SISWA KELAS XI IPA SMA NEGERI 3 POSO TAHUN PELAJARAN 2021/2022 BERDASARKAN METODE NEWMAN Nugroho, Yudha; Rizal, Muh.; Murdiana, I Nyoman; Alfisyahra
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 8 No. 2 (2024): Histogram: Jurnal Pendidikan Matematika
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v8i2.3736

ABSTRAK Tujuan penelitian ini adalah untuk memperoleh deskripsi kesalahan yang dilakukan siswa XI IPA SMA Negeri 3 Poso dalam menyelesaikan soal ujian akhir semester matematika berdasarkan metode Newman. Kelas XI IPA SMA Negeri 3 Poso banyak melakukan kesalahan dalam menyelesaikan soal Ujian Akhir Semester. Subjek penelitian ini sebanyak 3 siswa dari 33 siswa kelas XI IPA 1. Peneliti melakukan penelitian deskriptif dengan melakukan pendekatan kualitatif. Hasil penelitian ini menunjukkan bahwa: 1) Jenis kesalahan pada materi barisan dan deret ialah kesalahan memahami masalah, kesalahan transformasi, kesalahan kemampuan proses, dan kesalahan penulisan jawaban akhir, 2) Jenis kesalahan pada materi limit ialah kesalahan kemampuan proses yang terjadi dan kesalahan penulisan jawaban akhir, dan 3) Jenis kesalahan pada materi turunan ialah kesalahan memahami masalah, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban akhir. ABSTRACT This research aims to describe the errors made by 11th-grade science students at SMA Negeri 3 Poso in solving final semester mathematics exam questions based on Newman's method. The 11th-grade science students at SMA Negeri 3 Poso made numerous errors in solving the final semester exam questions. The research subjects comprised 3 out of 33 students from class XI IPA 1. The researcher conducted a descriptive study using a qualitative approach. The results of this study show that: 1) the types of errors in the sequences and series material include errors in understanding the problem, transformation errors, processing skill errors, and errors in writing the final answer, 2) the types of errors in the limits material include processing skill errors and errors in writing the final answer, and 3) the types of errors in the derivatives material include errors in understanding the problem, transformation errors, processing skill errors, and errors in writing the final answer.

Students field independent-dependent solving surface area of square pyramid: Commognitive perspective Ningrum, Ing Diar Maswal; Lefrida, Rita; Pathuddin; Alfisyahra
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.745

Understanding students' cognitive processes in solving mathematical problems is crucial for improving instructional strategies and learning outcomes. However, limited studies have examined students' commognitive aspects in the context of geometric problem-solving, particularly in relation to cognitive styles such as Field-Independent (FI) and Field-Dependent (FD) tendencies. This study addresses this gap by analyzing the four aspects of commognition word use, visual mediators, narratives, and routines demonstrated by students when solving story problems on the surface area of a square pyramid. The study also explores the patterns of thinking and solution strategies employed by FI and FD students in approaching these problems. Conducted in Class VIII A at SMP Negeri 1 Sigi, the study involved two male students, one representing each cognitive style, to highlight differences in problem-solving approaches while controlling for gender. Data collection involved the Group Embedded Figures Test (GEFT) to determine cognitive style, validated problem-solving task sheets, and semi-structured interviews conducted in parallel with the written tasks. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings indicate that FI students approach problem-solving with greater detail, clarity, efficiency, and accuracy, explicitly demonstrating all four aspects of commognition. In contrast, FD students exhibit clarity, efficiency, and accuracy but lack detail and thoroughness in their written responses. Both cognitive styles demonstrate all four commognitive aspects, with notable differences in the narrative component FI students explicitly write formulas, whereas FD students understand the formulas but do not record them in writing. These findings provide valuable insights into how cognitive styles influence mathematical problem-solving and commognitive development, offering implications for differentiated instructional strategies in mathematics education.

PROFIL PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI 3 PAMONA TIMUR PADA MATERI PECAHAN DITINJAU DARI KEMAMPUAN MATEMATIKA: PROFILE OF PROBLEM SOLVING OF CLASS VII STUDENTS AT SMP NEGERI 3 PAMONA TIMUR IN FRACTION MATERIAL IDENTIFIED THROUGH THE ABILITY OF MATHEMATICS Rumba, Kevin Angryawan; Awuy, Evie; Lefrida, Rita; Alfisyahra
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 11 No. 2 (2023)
Publisher : Universitas Tadulako

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This study aims to obtain an overview of fractional problem solving in terms of mathematical ability in class VII students of SMP Negeri 3 Pamona Timur. This research is a descriptive qualitative research. The research subjects consisted of three students with high, medium and low abilities. Data collection techniques in this study were written tests and interviews. The results of this study indicate that the subject's ability to solve fraction problems according to Polya's stages are as follows: (1) the stages of understanding the problem of high, medium, and low ability subjects read repetitive problems, mention information that is known based on declarative sentences and information asked based on imperative sentences or question of the problem appropriately. (2) the stage of preparing a problem solving plan for subjects with high, medium, and low abilities in making a problem solving plan, namely stating the information asked to make a mathematical model in the form of adding and subtracting fractions based on what is known correctly. (3) the stage of carrying out the problem-solving plan, high-ability subjects carry out the problem-solving plan in accordance with what has been planned correctly, while subjects with moderate and low ability carry out the problem-solving plan according to what was planned beforehand but not quite right. (4) the stage of re-examining the results of solving high-skilled subjects did not write down how to check answers, but when interviewed by researchers, high-skilled subjects were able to re-check the answers that had been written down. Meanwhile, subjects with medium and low abilities were sure of their answers and did not re-check their answers, because they did not understand how to re-check their answers

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VIII E SMP NEGERI 13 PALU PADA MATERI PERSAMAAN GARIS LURUS: Application of The Problem Based Learning (PBL) Model to Improve Student Learning Outcomes in Class VIII E SMP Negeri 13 Palu on Straight Line Equations ISNANIYAH, LAILA; Alfisyahra; Nurhayadi
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 11 No. 1 (2023)
Publisher : Universitas Tadulako

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This study aims to describe the application of learning modelsProblem Based Learning (PBL) the can improve the learning outcomes of class VIII E students of SMP Negeri 13 Palu on the material of straight line equations. This type of research is Classroom Action Research (PTK) and its design uses the Kemmis and Mc. Taggart, namely planning, action, observation, and reflection. The subjects of this research were all students of class VIII E SMP Negeri 13 Palu with a total of 30 students and three students were selected as informants. The results showed that through the application of learning modelsProblem Based Learning (PBL) can improve student learning outcomes by following the model phasesProblem Based Learning as follows: (1) students' orientation to problems, (2) organizing students to learn, (3) assisting individual and group investigations, (4) developing and presenting work, and (5) analyzing and evaluating the problem-solving process. Based on the data on learning outcomes in cycle I, it can be seen that the mastery of classical learning reached 30% and in cycle II it was 76.6%. Furthermore, the results of observations in cycle I on teacher activity obtained a score of 30, which was included in the good category and the results of observations of student activities obtained a score of 26, which was included in the less category based on the intervals previously made. Then the results of observations in cycle II on teacher activity obtained a score of 38 which was included in the very good category and the results of student activities obtained a score of 35 which was included in the good category based on the intervals previously made.

ANALISIS KESALAHAN SISWA KELAS VII SMP NEGERI 7 PALU DALAM MENYELESAIKAN SOAL GARIS DAN SUDUT BERDASARKAN JENIS KELAMIN: Analysis Of Errors Of Class VII Students Of SMP Negeri 7 Palu In Solving Line And Angle Questions Based On Gender Juliyanti; Sugita, Gandung; Anggraini; Alfisyahra
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 11 No. 4 (2024)
Publisher : Universitas Tadulako

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This research aims to describe the types of errors made by class VII D students of SMP Negeri 7 Palu in solving line and angle problems based on gender. Data was obtained from the results of written assignments and interviews. The research subjects consisted of one male student (AA) and one female student (YS). The results of the research show that there are similarities and differences between male and female students in making written assignments number 1 and 2. Male and female students make the same mistakes in written assignment number 1. The similarities are: 1) Errors of not understanding the concept of the relationship between angles that are supplementary to each other, 2) the error of not understanding the concept of the relationship between the interior and exterior angles of a triangle, 3) the error of not solving the problem according to the instructions, 4) the error of not being coherent in the calculation steps, 5) the error of using arithmetic operation signs, 6) Error calculating the value of a calculation operation. Meanwhile, in written assignment number 2, there were differences in errors made by male and female students. The male students' mistakes were: 1) The male students were correct in doing the questions according to the instructions but not completely or comprehensively, 2) The male students were not careful and rushed in solving the questions. The female student's mistakes in written assignment number 2 were: 1) The female student was correct in choosing the formula but could not apply the formula, 2) The female student solved the problem not according to the procedure ordered. The similarity between male and female students in completing written assignment number 2 is that in the problem solving procedure they can group similar and dissimilar terms in the written assignment.

PROFIL PEMAHAMAN KONSEP SISWA KELAS VIII G SMP NEGERI 3 PALU PADA MATERI STATISTIKA DITINJAU DARI JENIS KELAMIN: Conceptual Understanding Profile of Class VIII G Students at SMP Negeri 3 Palu in Statistics Subject Based on Gender Ananda, Rini; Sugita, Gandung; Anggraini; Alfisyahra
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 12 No. 1 (2024)
Publisher : Universitas Tadulako

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This research aims to obtain a description or portrayal of the conceptual understanding of 8th-grade students in class G at SMP Negeri 3 Palu in solving statistics problems, with a focus on gender differences. This study adopts a descriptive research design with a qualitative approach. The research subjects are 8th-grade students in class G at SMP Negeri 3 Palu. Data were collected through written tests and interviews. The results of this research indicate that male students have a better conceptual understanding compared to female students based on conceptual understanding indicators. Male students can fulfill four out of five indicators, while female students fulfill three out of five conceptual understanding indicators. Both male and female students can articulate the concepts of mean, median, and mode in their own words. They can present data in table form with the correct arrangement. Male and female students can solve mean problems using appropriate algorithms. Male students can classify modes, whereas female students struggle to classify modes accurately. Both male and female students find it challenging to associate the concept of median with the concept of mean.

Metacognitive skills in low self-efficacy students: A case study of junior high school students in the using of the Pythagorean theorem Pathuddin; Azizah, Nurul; Lefrida, Rita; Alfisyahra
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp783-798

Metacognitive skills are increasingly acknowledged as a decisive determinant of mathematical proficiency, as they enable students to plan, monitor, and evaluate their cognitive strategies in problem-solving. However, empirical studies rarely focus on how these skills are exhibited by students with low self-efficacy, a population particularly vulnerable to persistent underachievement in mathematics. Addressing this gap, the present study provides novel insights into the metacognitive functioning of low self-efficacy students when engaging with problem-solving tasks, specifically in the context of the Pythagorean Theorem. The study aimed to describe the manifestation of metacognitive skills among junior high school students with low self-efficacy and analyze their problem-solving strategies and underlying thought processes. Employing a descriptive qualitative design, participants were identified as low self-efficacy students using a standardized questionnaire. Data were obtained from self-efficacy questionnaires, problem-solving tasks, and semi-structured interviews, and subsequently analyzed through metacognitive indicators embedded within Polya’s problem-solving framework. Findings indicate that while low self-efficacy students exhibited consistent awareness and evaluative monitoring, their regulatory skills were less developed, particularly in the reviewing stage of problem-solving. Although planning and assessment strategies were evident, frequent errors required iterative adjustments before arriving at correct solutions. These results highlight the intertwined relationship between metacognition and affective-motivational factors, suggesting that mathematics instruction should explicitly integrate self-efficacy enhancement with metacognitive training. The study contributes to advancing the theoretical discourse on mathematics learning and offers practical implications for designing instructional models that accommodate learners with diverse motivational profiles.

PENERAPAN MODEL PEMBELAJARAN LANGSUNG MENGGUNAKAN LANGKAH POLYA UNTUK MENINGKATKAN KEMAMPUAN SISWA KELAS VII SMP NEGERI 13 PALU DALAM MENYELESAIKAN SOAL CERITA TENTANG HIMPUNAN Alfisyahra
Aksioma Vol. 6 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v6i1.146

Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan penerapan model pembelajaran langsung menggunakan langkah Polya yang dapat meningkatkan kemampuan siswa kelas VII SMP Negeri 13 Palu dalam menyelesaikan soal cerita tentang himpunan. Jenis penelitian adalah penelitian tindakan kelas (PTK). Rancangan penelitian ini mengacu pada model yang dikemukakan oleh Kemmis dan Mc Taggart dengan tahapannya yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara, catatan lapangan, dan tes. Hasil penelitian menunjukkan bahwa pembelajaran dengan menerapkan model pembelajaran langsung menggunakan langkah Polya yang terdiri atas empat langkah yaitu 1) memahami masalah, 2) membuat perencanaan, 3) melaksanakan perencanaan, dan 4) melakukan pengecekan kembali, dapat meningkatkan kemampuan siswa dalam menyelesaikan soal cerita tentang himpunan. Kata kunci: Model Pembelajaran Langsung, Langkah Polya, Kemampuan Matematika, Himpunan, dan Soal Cerita. Abstact: The objective of this research was described the application of direct instruction model was using Polya steps to improved the students’ ability of VII students of SMP Negeri13 Palu in solving word problems about the set. In this case, the researcher applied Class Action Research (CAR). The research design referred to Kemmis and Mc. Taggart model which covered planning, action, observation, and reflection. Moreover, the data were collected by the researcher through observation, interview, field-note taking, and test. The result of the research showed that the learning was used direct instruction model with Polya steps which consist of four steps, namely: 1) understand ing the problem, 2) devising plan, 3) carrying out the plan, and 4) looking back, can improved the students’ ability in solving word problems about the set. Keyword: Direct instruction model, Polya steps, Mathematic ability, The set, and Word problems.

ANALISIS KESALAHAN MAHASISWA PADA MATA KULIAH PERSAMAAN DIFERENSIAL BERDASARKAN NEWMAN’S ERROR ANALYSIS Alfisyahra; Rahma Nasir; Welli Meinarni
Aksioma Vol. 11 No. 2 (2022): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v11i2.2518

Penelitian ini bertujuan untuk mengetahui kesalahan mahasiswa pada matakuliah persamaan diferensial dan faktor-faktor yang menyebabkan kesalahan tersebut. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif dan kuantitatif. Subjek penelitian adalah mahasiswa semester V tahun akademik 2020/2021 Program Studi Pendidikan Matematika, Universitas Tadulako. Pengumpulan data yang digunakan yaitu tes, observasi dan dokumentasi. Teknik analisis data dilakukan dengan analisis data kualitatif, yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa jenis kesalahan yang sering dilakukan mahasiswa dalam menyelesaikan soal persamaan diferensial berdasarkan Newman’s Error Analysis meliputi jenis kesalahan pada tahapan reading, transformation dan process skill. Kesalahan reading terjadi karena mahsiswa tidak memahami konsep persamaan diferensial homogen, persamaan diferensial non eksak, dan persamaan diferensial Bernoulli. Kesalahan transformation terjadi karena mahasiwa hanya mampu menuliskan formula untuk menyelesaikan soal namun tidak bisa menyelesaikan soal menggunakan formula tersebut. Kesalahan process skill terjadi karena mahasiswa melakukan kesalahan pada penggunaan formula pada proses aljabar diantaranya kesalahan perhitungan dan proses pengintegralan yang menyebabkan mahasiswa memperoleh hasil akhir yang keliru.

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