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All Journal Mandalika Mathematics and Educations Journal Journal of Classroom Action Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Griya Journal of Mathematics Education and Application Action Research Journal Sigma&Mu: Journal of Mathematics, Statistics and Data Science
Sripatmi
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Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Environmental Science Mathematics Physics Social Sciences Other

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Kesalahan dalam Menyelesaikan Soal Cerita Bangun Ruang Sisi Datar pada Siswa Kelas VIII MTs NW Senyiur Tahun Pelajaran 2023/2024 Lestari, Susi; Laila Hayati; Ratna Yulistyaningisih; Sripatmi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.486

Abstract

Newman’s error analysis is a method used to analyze student’s erors in solving mathematical story problems.In Newman’s analysis there are five stages, namely  1)reading errors, 2) comprehensior error, 3) transformation error, 4) procces skill error, 5)  encoding errors. The purpose of this study is to describe the types of errors, made by students in solving story problems of flat-sided geometric shapes base on the Newman method in class VIII MTs NW Senyiur in the 2023/2024 academic year. The type of research used in the study is qualitative descriptive research. The research instruments used were story test question and interviews. The data analysis technique used in the analysis technique from Miles Huberman which consists of data reducation, data presentation, and drawing conclusions. The results of the study showed the percentage of errors madeby students in solving flat-sided geometricstory problems based on Newman’s error stages, namely reading errors of 17,5%, comprehension errors of 53,75%, transformation errors of 63,75%, process skill errors of 67,5%, and finally errors in writing the final answer (encoding errors) of 76,25%. The impact of this study is to help teachers identify where student’s errors are in solving mathematical story problems so that teachers can provide the right solution to minimize errors made by students.    
Co-Authors Agustina, Arianti aini, rohmiatun Aji Aprian Suganda Amrullah Arjudin Asfiyantin, Saral Tri AYU LESTARI Baharunnisa Baidowi Baidowi Baidowi Dedi Riyan Rizaldi Dewi Sartika Dwi Novitasari Dwi Novitasari Eka Kurniawan Fadilah, Fanny Fazira, Nadia Kinanti Fifin Asmaliyah Harry Soeprianto Hasanah, Wirda Hasnawati, Anida Hayati, Elly Nurul Herbianti, Fitri Husnul Hatimah Ida Royani Intan Lestari Irawadi, Anindya Aenaya Jariyah, Aenun Junaidi Junaidi Ketut Sarjana KETUT SARJANA, KETUT Khoiroh, Auliya Muhimmatul Kuraini, Nadia Kurniawan, Eka Laila Hayati Laila Hayati, Laila M. Tata Aulia Rahman Miftahul Janah Muhammad Turmuzi Nabilah Nani Kurniati Ni Luh Niken Ayu Putri Nilwan Nilza Humaira Salsabila Nourma Pramestie Wulandari NURUL HIKMAH Prawangsa, Khofifah Indra Prawangsa Primajati, Gilang Ratna Yulistyaningisih Salsabila, Nilza Humaira Sri Ayu Prabawati Sri Subarinah Sri Wahyuningsih Sudi Prayitno Sudi Prayitno SUSI LESTARI Syahrul Azmi Syahrul Azmi Tabita Wahyu Triutami Tabita Wahyu, Triutami Titin Hadiawati Triutami, Tabita Wahyu Ulfa Lu'luilmaknun Ulfa Lu’luilmaknun Wulandari, Nourma Pramestie Yulis Tyaningsih, Ratna Yunitasari, Ria Zafitri, Pujita Ziadatul Fatimah