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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains Al Ishlah Jurnal Pendidikan Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Caksana: Pendidikan Anak Usia Dini Bulletin of Educational Management and Innovation Delta-Phi Jurnal Pendidikan Matematika Jurnal Penelitian Tindakan Kelas IndoMath: Indonesia Mathematics Education
Retno Wahyu Arian Sah
MA Unggulan Singa Putih
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Misconception Analysis of Minimum Competency Assessment (AKM) Numeration of High School Students from Field Dependent Cognitive Style Arian Sah, Retno Wahyu; Nisfi Laila, Alfi Rachma; Setyawati, Astri; Darmayanti, Rani; Nurmalitasari, Dewi
JEMS: Jurnal Edukasi Matematika dan Sains Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v11i1.14112

Abstract

The purpose of this study was to describe the extent of misunderstandings experienced by high school students while tackling Minimum Numerical Ability (AKM) questions modeled on the basis of domain-dependent cognitive styles. The number of students used as subjects in the study was her XI-IPS students in class three (3). The study was conducted at Tawangsari, Tulungagung District, Kedungwal, MA Darul Hikma, Tulungagung District, Jl KH Abu Mansur I. The study was conducted in even-numbered terms of the academic year 2021-2022. A targeted sampling method with the GEFT test (Group Embedded Figure Test) is used to determine research topics and classify students as having subject-dependent cognitive styles or not (subject-dependent). The results showed that students were categorized based on their AKM numbering test response results of low, medium, and high misconceptions. The number of questions is 3 questions. The first item is used to make sure that the indicator cannot repeat the concept. The second item is used to determine that the indicator fails to formulate the concept correctly in various mathematical representations. The index cannot determine the formula that answers the question. Indicators cannot apply formulas or algorithms to solve problems. The third item is used to see indicators of inability to use formulas or problem-solving algorithms. The results obtained show that subject-specific style students with low misunderstandings score higher from responses to AKM numbering questions than students with moderate and high misunderstandings.
Newman and Scaffolding Stages in Analyzing Student Errors in Solving Algebraic Problems Lelly Nur Rachmawati; Retno Wahyu Arian Sah; Siti Nur Hasanah; Anurag Hazarika
Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v1i1.30

Abstract

Algebra is a branch of mathematics that is abstract in form so that students do errors in solving problems of Algebra. The purpose of this research is to describe: (1) the errors form made by students in solving algebraic operation story problems based on the Newman stage, (2) the scaffolding form given to students who make errors in solving problems of algebraic form operations. This research is a qualitative descriptive with research subjects of 3 students of class VIII at MTs Unggulan Singa Putih. The results of the study state that: (1) the errors form on the reading step is students cannot read the problems by beheading or stopping correctly, on the comprehension step the students do not know the meaning of the problem, on the transformation step the students cannot modelling variables appropriately, on the process skill step the students unable to perform operation of algebraic forms appropriately, on the encoding step the students cannot answer correct conclusions, (2) the scaffolding forms given to students is students are requested to recheck or reread the results of their work, students are given questions that lead students to think more about the problem, and give praise to motivate students to improve their work.
Co-Authors Annisa Nurina Vidyastuti Anurag Hazarika Azizah, Isnaini Nur Baiduri Baiduri Bhaskoro Prasetyo Adi Maryanto Hazarika, Anurag In’am, Akhsanul Kamilia Rahmah Kamilia Rahmah Lelly Nur Rachmawati M Ruskhan Fauza Moh. Mahfud Effendi Mohammad Syaifuddin Nisfi Laila, Alfi Rachma Nurmalitasari, Dewi Rachmawati, Lelly Nur Rani Darmayanti Santiago, Paulo Victor da Silva Setyawati, Astri Siti Inganah Siti Nur Hasanah Siti Nur Hasanah, Siti Nur Sugianto Sugianto Suharsiwi Suharsiwi Usmiyatun Usmiyatun Usmiyatun Wati, Ririt Indah