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ANALISIS KESALAHAN SISWA KELAS VIII SLH MEDAN DALAM MENGERJAKAN SOAL MATEMATIKA MATERI FUNGSI DITINJAU DARI PROSEDUR NEWMAN [ANALYZING STUDENTS’ ERRORS IN SOLVING MATHEMATICS PROBLEMS IN FUNCTION TOPICS BASED ON NEWMAN’S PROCEDURES IN GRADE 8 AT SLH MEDAN] Paladang, Karmila Kristina; Indriani, Siane; Dirgantoro, Kurnia P. S.
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.798

Mathematics is an important part of education. Through mathematics learning, students are expected to think systematically, logically, critically, creatively and consistently. Often when learning math, however, students make mistakes. These errors, when viewed plainly are reasonable mistakes. Nevertheless, they should not be allowed to happen continuously. If the errors are left unchecked, then the process of developing students’ knowledge will not improve. Based on observations in the grade 8A class at Sekolah Lentara Harapan in Medan, students usually made mistakes in solving mathematics problems. This study aims to analyze the types of errors made by students in solving mathematics problem and the causes of those mistakes. The research method used was the qualitative research method. The researcher gathered data through tests, interviews, and observations. Tests and observations data were gathered from 35 students in class 8 A. The subjects were 6 students who were chosen based on their results and certain criteria. Afterward, they were interviewed about their test results to gather further information about the types of errors and the factors which caused the error. The mistakes then were analyzed based on the types of errors using Newman’s procedures which are (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) encoding errors. The results showed that students performed all types of errors. Factors which caused students to make those errors were that they did not understand the meaning of symbols used, they used several symbols incorrectly, they could not to read the symbol, they forgot the proper formulas to be used, they wrote the formula in a rush, they did not master the pre-requisite topic of algebra arithmetic operation, they were careless, and they did the test in a rush.BAHASA INDONESIA ABSTRAK: Pelajaran matematika merupakan salah satu bagian penting dalam bidang pendidikan. Melalui pembelajaran matematika, siswa diharapkan dapat melatih cara berpikir secara sistematis, logis, kritis, kreatif dan konsisten. Dalam kenyataannya, sering kali ketika belajar matematika, siswa melakukan kesalahan-kesalahan. Kesalahan-kesalahan ini jika dilihat secara kasat mata merupakan kesalahan-kesalahan yang wajar. Tetapi tentunya kesalahan ini tidak boleh dibiarkan terjadi terus-menerus. Jika kesalahan tersebut dibiarkan, maka proses pengembangan pengetahuan siswa tidak akan berjalan dengan baik. Berdasarkan observasi di kelas VIII A SLH Medan, siswa sering melakukan kesalahan pada saat mengerjakan soal-soal matematika. Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan yang dilakukan oleh siswa dalam mengerjakan soal matematika materi fungsi serta faktor penyebabnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Pengumpulan data dilakukan dengan tes, wawancara dan observasi partisipatif. Tes dan observasi dilakukan di kelas VIII A yang terdiri dari 35 siswa. Subjek penelitian terdiri dari 6 siswa yang dipilih berdasarkan hasil tes dengan kriteria tertentu kemudian diwawancarai terkait hasil pekerjaannya untuk memperoleh informasi yang lebih jelas mengenai jenis kesalahan yang dilakukan serta faktor yang menyebabkan terjadinya kesalahan tersebut. Kesalahan yang dilakukan oleh siswa dianalisis berdasarkan jenis-jenis kesalahan pada prosedur Newman yang terdiri dari (1) kesalahan membaca soal, (2) kesalahan memahami masalah, (3) kesalahan transformasi, (4) kesalahan keterampilan proses dan (5) kesalahan penulisan jawaban. Hasil penelitian menunjukkan bahwa siswa melakukan semua jenis kesalahan tersebut. Faktor penyebabnya adalah siswa tidak mengerti makna simbol, terdapat simbol-simbol tertentu yang tidak dapat dimaknai dengan tepat, lupa cara membaca simbol, lupa rumus yang harus digunakan, terburu-buru saat menuliskan rumus, kurang menguasai materi prasyarat yaitu operasi hitung bentuk aljabar, kurang teliti serta terburu-buru dalam mengerjakan soal.

KEGIATAN BIMBINGAN BELAJAR SIGMA DALAM MENGATASI MINAT BELAJAR SISWA Listiani, Tanti; Saragih, Melda Jaya; Appulembang, Oce Datu Appulembang; Indriani, Siane; Widiastuti, Widiastuti
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 6 (2023): INOVASI PERGURUAN TINGGI & PERAN DUNIA INDUSTRI DALAM PENGUATAN EKOSISTEM DIGITAL & EK
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37695/pkmcsr.v6i0.1913

Many students experience obstacles during online learning. One is a lack of interest in learning materials. Students feel bored because they have to stare at a computer screen. The problem of low interest in learning is certainly serious because it can result in low student learning outcomes and learning goals not being achieved optimally. For this reason, students need to be given extra assistance so that their interest in learning can improves again. Therefore, tutoring is needed that can help students with learning difficulties. Sigma tutoring is tutoring that has existed for approximately two years. Now, Sigma Tutoring will continue its vision to guide students in facing learning difficulties. Sigma Tutoring provides free tutoring services for residents, especially children from primary to high school level. This tutoring was held in Perumnas Tangerang with around 20 students and nine tutors. To see the impact of this tutoring, it will be described qualitatively through a distributed questionnaire. As a result, through Sigma's tutoring, students who took lessons had a high interest in learning with an average of 76.23%. Hopefully, Sigma Tutoring can continue to be a blessing for students and tutors can practice their teaching skills.

Pembelajaran Kosakata dengan Strategi VCR (Vocabulary in Contexts and Repetitions) Indriani, Siane; Suteja, Hanna; Listiani, Tanti; Seleky, Jacob Stevy
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 6 (2023): INOVASI PERGURUAN TINGGI & PERAN DUNIA INDUSTRI DALAM PENGUATAN EKOSISTEM DIGITAL & EK
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37695/pkmcsr.v6i0.2038

Learning English is not merely learning new vocabularies with their meanings in the first language, especially since English is still a foreign language for most of Indonesian students. So, teaching new vocabularies in English do not guarantee proficiency in using English effectively. Therefore, teachers need to think of ways on how to create learning fun and interesting for the students to learn English. Through VCR strategy, teachers involve students to repetitively use the vocabularies learned in different contexts. Teachers need to prepare learning materials and activities that might engage students to use vocabulary in dialogues, songs and movements, stories, and games. Through class observations, interviews, and teaching journals had by 20 English teacher candidates who taught elementary students in a private course in Tangerang, it was found that teaching English vocabulary only was not enough to make students interested in English learning. Unless those vocabularies were taught in real situations as what the students also usually faced in their daily lives, those words will be stored in a short term. The more the students repeated the new words they learned, the more ‘real’ those words in their lives. Teaching vocabularies through contexts that are relevant to the students and repetitions will help Indonesian students learn English easier and more effectively.

ENGLISH LEARNING PROGRAM FOR CHILDREN IN ORPHANAGE, MUARA ANGKE, NORTH JAKARTA Recard, Michael Recard; Ani, Yubali; Cendana, Wiputra; Agustin, Atalya; Indriani, Siane; Sativa, Riza
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 6 (2023): INOVASI PERGURUAN TINGGI & PERAN DUNIA INDUSTRI DALAM PENGUATAN EKOSISTEM DIGITAL & EK
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37695/pkmcsr.v6i0.2048

To provide quality and equitable education (SDG4), starting from one small area in Jakarta, a community service English Program was held by the Sunda Kelapa Sector Police, North Jakarta and UPH lecturers to teach English to elementary school children at the Orphanage in Muara Angke, Tanjung Priok, North Jakarta. This program was assisted by tutors from students of the Faculty of Education, Pelita Harapan University, while the lecturers supervise the planning and teaching process. This activity aims to train children's communication skills using English. As an international language, English is chosen to be taught to children. Holistic and collaborative technological innovation is used to understand the social and cultural context. Storytelling, conversation, coloring, naming, pronunciation, roleplay, and gamification are used in the learning method. The results of the service show reading and writing skills, increased learning motivation, introduction to material that still needs to be improved, training tutors' teaching skills in guiding and knowing the material properly, and teaching equipment that needs to be improved. In addition, from the learning experience they had, they could learn and play at the same time, feel more confident, and be more active as they increase their sense of competition to achieve the learning goals.

POSITIVE TEACHER-STUDENT RELATIONSHIPS FOR EFFECTIVE LEARNING Siburian, Naomi Sonya Fitri; Indriani, Siane
Polyglot Vol 20, No 1 (2024): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i1.7667

The distance between teacher and students can affect students’ performance in the teaching and learning process. On the other hand, a Christian teacher as an agent of reconciliation should build a positive relationship with the students by showing love and caring as God does it first to us. Thus, this paper aims to know the importance and the possible ways of creating a positive teacher-student relationship for effective learning. Through the literature review, the writer found that a positive teacher-student relationship has impacted students’ performance, by which they will be more confident and motivated to participate in the learning process. Hence, the teacher must be flexible and be able to select the most suitable ways to build a positive relationship. It is recommended for the next researcher to find ways to embed the boundaries amid positive relationships. Bahasa Indonesia AbstrakJarak antara guru dengan siswa dapat mempengaruhi prestasi siswa dalam proses belajar mengajar. Di sisi lain, seorang guru Kristen sebagai agen rekonsiliasi harus membangun hubungan guru-siswa yang positif melalui tindakan kasih dan kepedulian seperti yang telah Allah lakukan lebih dahulu. Oleh karena itu, makalah ini bertujuan untuk mengetahui pentingnya dan cara-cara yang memungkinkan untuk menciptakan relasi guru-siswa yang positif. Melalui kajian literatur, penulis menemukan bahwa relasi ini memberikan dampak bagi prestasi siwa, dimana mereka lebih percaya diri dan termotivasi untuk berpartisipasi dalam proses pembelajaran. Maka, guru Kristen harus mampu untuk menjadi fleksibel dan mampu untuk memilih mana cara yang paling tepat dan cara yang harus dihindari dalam membangun relasi guru-siswa yang positif. Disarankan kepada peneliti selanjutnya untuk menemukan bagaimana cara menanamkan batasan di tengah-tengah relasi yang positif.

AN ANALYSIS ON LEARNING LOSS AND HOLISTIC EDUCATION Zandroto, Amel Devina; Indriani, Siane
Polyglot Vol 19, No 1 (2023): JANUARY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v1i19.6346

AbstractChristian education views students as an image of God. During the pandemic of COVID-19, students encountered learning loss phenomena which has become a challenge for Christian schools. Thus, this study aims to elaborate the difference between Christian perspective and secular perspective toward the “learning loss’ phenomena; how important a holistic education is to be implemented in the classroom; and to explain the role of the teacher as a facilitator to implement holistic learning in the classroom. The research method used in this study is literature review. The result showed that students as the image of God should be valued as a whole person, not only partially as viewed from secular perspectives. Christian teachers need to be equipped to see and teach their students holistically, such as planning their lessons to be ‘contextual’ and relevant for their students in order to raise awareness for tolerance, empower their talents, and conduct learning processes through loving interaction and applying holistic assessments. A recommendation for further research is to implement holistic education at primary level and elaborate the challenges faced by the teacher. Bahasa Indonesia AbstrakPendidikan Kristen melihat siswa sebagai Image of God. Selama pandemi covid-19 siswa menghadapi satu fenomena, yaitu Learning Loss, di mana terdapat penurunan dalam proses pembelajaran siswa. Oleh karena itu, tujuan dari paper ini adalah untuk menjelaskan perbedaan antara sudut pandang kekristenan dengan sudut pandang sekuler terkait fenomena “learning loss; pentingnya penerapan pendidikan holistis di dalam kelas, dan menjelaskan peran guru sebagai fasilitator dalam mengimplementasikan pendidikan holistis di dalam kelas. Penelitian ini dilakukan menggunakan metode kajian literatur. Hasil penelitian menunjukkan bahwa murid sebagai Image of God seharusnya dididik sebagai manusia yang utuh, dan tidak hanya sebagian seperti halnya dalam pandangan sekuler. Guru Kristen harus diperlengkapi agar dapat melihat dan mengajar secara holistik. Misalnya, merencanakan pembelajaran yang kontekstual dan relevan untuk siswa agar dapat membangkitkan kesadaran mereka akan toleransi dan mengembangkan talenta mereka. Serta mengimplementasikan pendidikan holistik di dalam kelas melalui interaksi yang didasarkan pada kasih serta penerapan penilaian holistik kepada siswa. Sebagai rekomendasi, peneliti menyarankan agar penelitian selanjutnya berfokus pada penerapan pendidikan holistik kepada murid di Sekolah Dasar serta memaparkan tantangan-tantangan yang dihadapi oleh Guru.

TEACHER’S ROLE AS A GUIDE IN SHAPING STUDENTS’ CHARACTER [PERAN GURU SEBAGAI PEMBIMBING DALAM MEMBENTUK KARAKTER SISWA] S. Depari, Velina; Indriani, Siane
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8388

Abstract One of the goals of Christian education is to assist students in cultivating godly character. However, the reality indicates that some students display traits inconsistent with godly character, such as bullying, irresponsibility, and disrespect. Therefore, the role of teachers as a guide becomes crucial in encouraging students to grow in faith and exhibit Christlike character in their live. This paper aims to explain the role of Christian teachers as a guide in shaping students’ character using a literature review method. In shaping students’ characters, teachers implement various strategies in the classroom such as creating a positive learning environment, integrating characters’ education into lessons, and fostering reflection and self-awareness among students. The finding of this paper shows that Christian teachers have responsibility to guide the development of students’ Christian characters. To enhance this role, the suggestions for teachers are to provide learning methods that encourage character development and establish partnerships with families and churches to collectively guide the students. Bahasa Indonesia Abstrak Salah satu tujuan pendidikan Kristen adalah untuk membantu siswa mengembangkan karakter yang saleh. Namun, kenyataan menunjukkan bahwa beberapa siswa menunjukkan sifat-sifat yang tidak sesuai dengan karakter yang saleh, seperti perundungan, tidak bertanggung jawab, dan tidak sopan. Oleh karena itu, peran guru sebagai pembimbing menjadi sangat penting dalam mendorong siswa untuk bertumbuh dalam iman dan menunjukkan karakter Kristus dalam kehidupan mereka. Tulisan ini bertujuan untuk menjelaskan peran guru Kristen sebagai pembimbing dalam membentuk karakter siswa dengan menggunakan metode studi literatur. Dalam membentuk karakter siswa, guru menerapkan berbagai strategi di dalam kelas seperti menciptakan lingkungan belajar yang positif, mengintegrasikan pendidikan karakter ke dalam pelajaran, dan menumbuhkan refleksi dan kesadaran diri di antara siswa. Hasil penelitian ini menunjukkan bahwa guru-guru Kristen memiliki tanggung jawab untuk membimbing perkembangan karakter Kristen siswa. Untuk meningkatkan peran ini, saran untuk para guru adalah untuk menyediakan metode pembelajaran yang mendorong pengembangan karakter dan membangun kemitraan dengan keluarga dan gereja untuk secara kolektif membimbing para siswa.

POSITIVE TEACHER-STUDENT RELATIONSHIPS FOR EFFECTIVE LEARNING Siburian, Naomi Sonya Fitri; Indriani, Siane
Polyglot Vol 20 No 1 (2024): JANUARY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i1.7667

The distance between teacher and students can affect students’ performance in the teaching and learning process. On the other hand, a Christian teacher as an agent of reconciliation should build a positive relationship with the students by showing love and caring as God does it first to us. Thus, this paper aims to know the importance and the possible ways of creating a positive teacher-student relationship for effective learning. Through the literature review, the writer found that a positive teacher-student relationship has impacted students’ performance, by which they will be more confident and motivated to participate in the learning process. Hence, the teacher must be flexible and be able to select the most suitable ways to build a positive relationship. It is recommended for the next researcher to find ways to embed the boundaries amid positive relationships. Bahasa Indonesia AbstrakJarak antara guru dengan siswa dapat mempengaruhi prestasi siswa dalam proses belajar mengajar. Di sisi lain, seorang guru Kristen sebagai agen rekonsiliasi harus membangun hubungan guru-siswa yang positif melalui tindakan kasih dan kepedulian seperti yang telah Allah lakukan lebih dahulu. Oleh karena itu, makalah ini bertujuan untuk mengetahui pentingnya dan cara-cara yang memungkinkan untuk menciptakan relasi guru-siswa yang positif. Melalui kajian literatur, penulis menemukan bahwa relasi ini memberikan dampak bagi prestasi siwa, dimana mereka lebih percaya diri dan termotivasi untuk berpartisipasi dalam proses pembelajaran. Maka, guru Kristen harus mampu untuk menjadi fleksibel dan mampu untuk memilih mana cara yang paling tepat dan cara yang harus dihindari dalam membangun relasi guru-siswa yang positif. Disarankan kepada peneliti selanjutnya untuk menemukan bagaimana cara menanamkan batasan di tengah-tengah relasi yang positif.

TEACHER’S ROLE AS A GUIDE IN SHAPING STUDENTS’ CHARACTER [PERAN GURU SEBAGAI PEMBIMBING DALAM MEMBENTUK KARAKTER SISWA] S. Depari, Velina; Indriani, Siane
Polyglot Vol 20 No 2 (2024): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8388

Abstract One of the goals of Christian education is to assist students in cultivating godly character. However, the reality indicates that some students display traits inconsistent with godly character, such as bullying, irresponsibility, and disrespect. Therefore, the role of teachers as a guide becomes crucial in encouraging students to grow in faith and exhibit Christlike character in their live. This paper aims to explain the role of Christian teachers as a guide in shaping students’ character using a literature review method. In shaping students’ characters, teachers implement various strategies in the classroom such as creating a positive learning environment, integrating characters’ education into lessons, and fostering reflection and self-awareness among students. The finding of this paper shows that Christian teachers have responsibility to guide the development of students’ Christian characters. To enhance this role, the suggestions for teachers are to provide learning methods that encourage character development and establish partnerships with families and churches to collectively guide the students. Bahasa Indonesia Abstrak Salah satu tujuan pendidikan Kristen adalah untuk membantu siswa mengembangkan karakter yang saleh. Namun, kenyataan menunjukkan bahwa beberapa siswa menunjukkan sifat-sifat yang tidak sesuai dengan karakter yang saleh, seperti perundungan, tidak bertanggung jawab, dan tidak sopan. Oleh karena itu, peran guru sebagai pembimbing menjadi sangat penting dalam mendorong siswa untuk bertumbuh dalam iman dan menunjukkan karakter Kristus dalam kehidupan mereka. Tulisan ini bertujuan untuk menjelaskan peran guru Kristen sebagai pembimbing dalam membentuk karakter siswa dengan menggunakan metode studi literatur. Dalam membentuk karakter siswa, guru menerapkan berbagai strategi di dalam kelas seperti menciptakan lingkungan belajar yang positif, mengintegrasikan pendidikan karakter ke dalam pelajaran, dan menumbuhkan refleksi dan kesadaran diri di antara siswa. Hasil penelitian ini menunjukkan bahwa guru-guru Kristen memiliki tanggung jawab untuk membimbing perkembangan karakter Kristen siswa. Untuk meningkatkan peran ini, saran untuk para guru adalah untuk menyediakan metode pembelajaran yang mendorong pengembangan karakter dan membangun kemitraan dengan keluarga dan gereja untuk secara kolektif membimbing para siswa.

ANALISIS KESALAHAN SISWA KELAS VIII SLH MEDAN DALAM MENGERJAKAN SOAL MATEMATIKA MATERI FUNGSI DITINJAU DARI PROSEDUR NEWMAN [ANALYZING STUDENTS’ ERRORS IN SOLVING MATHEMATICS PROBLEMS IN FUNCTION TOPICS BASED ON NEWMAN’S PROCEDURES IN GRADE 8 AT SLH MEDAN] Paladang, Karmila Kristina; Indriani, Siane; Dirgantoro, Kurnia P. S.
JOHME: Journal of Holistic Mathematics Education Vol. 1 No. 2 (2018): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.798

Mathematics is an important part of education. Through mathematics learning, students are expected to think systematically, logically, critically, creatively and consistently. Often when learning math, however, students make mistakes. These errors, when viewed plainly are reasonable mistakes. Nevertheless, they should not be allowed to happen continuously. If the errors are left unchecked, then the process of developing students’ knowledge will not improve. Based on observations in the grade 8A class at Sekolah Lentara Harapan in Medan, students usually made mistakes in solving mathematics problems. This study aims to analyze the types of errors made by students in solving mathematics problem and the causes of those mistakes. The research method used was the qualitative research method. The researcher gathered data through tests, interviews, and observations. Tests and observations data were gathered from 35 students in class 8 A. The subjects were 6 students who were chosen based on their results and certain criteria. Afterward, they were interviewed about their test results to gather further information about the types of errors and the factors which caused the error. The mistakes then were analyzed based on the types of errors using Newman’s procedures which are (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) encoding errors. The results showed that students performed all types of errors. Factors which caused students to make those errors were that they did not understand the meaning of symbols used, they used several symbols incorrectly, they could not to read the symbol, they forgot the proper formulas to be used, they wrote the formula in a rush, they did not master the pre-requisite topic of algebra arithmetic operation, they were careless, and they did the test in a rush.BAHASA INDONESIA ABSTRAK: Pelajaran matematika merupakan salah satu bagian penting dalam bidang pendidikan. Melalui pembelajaran matematika, siswa diharapkan dapat melatih cara berpikir secara sistematis, logis, kritis, kreatif dan konsisten. Dalam kenyataannya, sering kali ketika belajar matematika, siswa melakukan kesalahan-kesalahan. Kesalahan-kesalahan ini jika dilihat secara kasat mata merupakan kesalahan-kesalahan yang wajar. Tetapi tentunya kesalahan ini tidak boleh dibiarkan terjadi terus-menerus. Jika kesalahan tersebut dibiarkan, maka proses pengembangan pengetahuan siswa tidak akan berjalan dengan baik. Berdasarkan observasi di kelas VIII A SLH Medan, siswa sering melakukan kesalahan pada saat mengerjakan soal-soal matematika. Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan yang dilakukan oleh siswa dalam mengerjakan soal matematika materi fungsi serta faktor penyebabnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Pengumpulan data dilakukan dengan tes, wawancara dan observasi partisipatif. Tes dan observasi dilakukan di kelas VIII A yang terdiri dari 35 siswa. Subjek penelitian terdiri dari 6 siswa yang dipilih berdasarkan hasil tes dengan kriteria tertentu kemudian diwawancarai terkait hasil pekerjaannya untuk memperoleh informasi yang lebih jelas mengenai jenis kesalahan yang dilakukan serta faktor yang menyebabkan terjadinya kesalahan tersebut. Kesalahan yang dilakukan oleh siswa dianalisis berdasarkan jenis-jenis kesalahan pada prosedur Newman yang terdiri dari (1) kesalahan membaca soal, (2) kesalahan memahami masalah, (3) kesalahan transformasi, (4) kesalahan keterampilan proses dan (5) kesalahan penulisan jawaban. Hasil penelitian menunjukkan bahwa siswa melakukan semua jenis kesalahan tersebut. Faktor penyebabnya adalah siswa tidak mengerti makna simbol, terdapat simbol-simbol tertentu yang tidak dapat dimaknai dengan tepat, lupa cara membaca simbol, lupa rumus yang harus digunakan, terburu-buru saat menuliskan rumus, kurang menguasai materi prasyarat yaitu operasi hitung bentuk aljabar, kurang teliti serta terburu-buru dalam mengerjakan soal.

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