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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M)
Miftahul Khoiri
Universitas PGRI Wiranegara
Education Mathematics Other

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Student Errors Analysis on the Subject of Class VII Algebraic Form Based on Nolting's Theory Laily Azizah; Miftahul Khoiri
Journal Focus Action of Research Mathematic (Factor M) Vol. 5 No. 1 (2022)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.662 KB) | DOI: 10.30762/f_m.v5i1.578

Abstract

Tujuan penelitian ini adalah mendeskripsikan jenis dan faktor penyebab kesalahan yang dialami siswa kelas VII dalam bentuk aljabar berdasarkan Teori Nolting. Metode penelitian yang digunakan adalah deskriptif kualitatif. Subyek penelitian terdiri dari 10 siswa yang diambil secara acak, kemudian 2 siswa yang memenuhi 6 indikator tipe kesalahan Nolting diwawancarai. Berdasarkan hasil penelitian diketahui bahwa persentase jenis kesalahan yang dialami siswa adalah 50% mengalami misread direction errors, 20% mengalami careless errors, 10% mengalami concept errors, 25% mengalami application errors, 32,5% test taking errors, dan 7,5% mengalami study errors. Faktor penyebab kesalahan siswa adalah tidak memiliki referensi yang lengkap, kurang memperhatikan penjelasan guru, kurang mampu menangkap makna kata penting dalam soal, salah memahami soal, kurang memperdalam materi bentuk aljabar terutama dalam penerapan konsep operasi bentuk aljabar ke dalam bentuk soal cerita matematika, kurang melakukan latihan soal kontekstual, kurang teliti, terburu-buru, tidak mampu mengatur waktu pengerjaan. The purpose of this study is to describe the types and factors that cause errors experienced by class VII students in algebraic form based on Nolting's Theory. The research method used is descriptive qualitative. The research subjects consisted of 10 students who were taken randomly, then 2 students who met the 6 indicators of the Nolting error type were interviewed. Based on the results of the study, it is known that the percentage of types of errors experienced by students is 50% experiencing misread direction errors, 20% experiencing careless errors, 10% experiencing concept errors, 25% experiencing application errors, 32.5% test taking errors, and 7.5% experienced study errors. The factors that cause student errors are not having complete references, paying less attention to the teacher's explanations, not being able to capture the meaning of important words in questions, misunderstanding the questions, not deepening algebraic form material, especially in applying the concept of algebraic operations into the form of math story questions, not doing enough. contextual practice questions, less thorough, in a hurry, unable to manage the processing time.
Analysis Of Problem-Solving Ability Of Numeracy Literacy Questions Based On Personality Miftahul Khoiri; Dewi Nurmalitasari; Rojiyah Magfiroh
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.771

Abstract

This study uses the Polya indicator to analyze numeracy problem-solving abilities based on students' personality types, namely extrovert and introvert. The Polya indicator includes four stages: understanding the problem, planning a solution, implementing the plan, and re-checking the results. This research method uses qualitative data collection techniques such as numeracy literacy problem-solving tests and in-depth interviews. The subjects of the study were 32 students of class VIII D of SMPN 6 Pasuruan, distinguished by their extrovert personality types (18 students) and introvert personality types (14 students), obtained from the results of using the Jung's Type Indicator (JTI) questionnaire. The results showed that students with extrovert personalities tended to use Polya in solving numeracy problems by focusing on the stages of planning solutions and actively implementing plans. They were quicker to take action in implementing plans, although sometimes they required detailed re-checking. Meanwhile, students with introvert personalities were more careful in understanding problems and re-checking the results, but they needed to be quicker in implementing plans. These findings indicate that personality types influence students' approaches in solving numeracy literacy problems.
Co-Authors Dewi Nurmalitasari Laily Azizah Rojiyah Magfiroh