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All Journal Dinasti International Journal of Management Science Ilomata International Journal of Management Ilomata International Journal of Management Journal of Public Health Education Jurnal Informatika Ekonomi Bisnis Journal of Sustainable Economic and Business Proceeding International Conference on Education IJISI Issues in Mathematics Educations (IMED)
Jubaedah
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Journal : Issues in Mathematics Educations (IMED)

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Deskripsi Jenis Kesalahan dalam Menyelesaikan TIMSS-Based Test Ditinjau dari Kemampuan Awal pada Siswa SMP Alimuddin; Ilham; Jubaedah
Issues in Mathematics Education (IMED) Vol. 4 No. 1 (2020): Volume 4 Nomor 1 Tahun 2020
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed15288

Abstract

This study aims to know the types of errors committed by students with high initial mathematical abilities and low initial mathematical abilities in solving TIMSS-based geometric questions for the cognitive domain of applying and reasoning. The type of this research is qualitative research using a descriptive approach. The research subjects as many as 2 people with of 1 people with early mathematical abilities and 1 people with low initial mathematical abilities from class VIII SMP. The research instrument consists of a TIMSS-based mathematical test devoted to the geometry content of the cognitive domain application and reasoning and interview guidelines. The difficulties analyzed were categorized using the Newman error category. The results of this research showed that: (1) For thecategory of applying , students with high initial mathematical abilities did not have errors, while students with low mathematical abilities had types of transformation errors, process skills, and encoding. (2) For the category of reasoning, the errors type of the students with high initial mathematical abilities are transformation, process skills, and encoding while students with low mathematical abilities had comprehension, transformation, process skills, and encoding errors.
Co-Authors Agung Hudaya Alimuddin Djumarno, Djumarno Fithri, Askini Ainul Hajam Hudaya, Agung Hun, Hilarius Donatus Ikhsani, Khilyatin ILHAM Ivan Yulivan Jamalullel Muddasir, Fadhil Paijan Raden Joko Sugiharjo Sobar Sorpay, Yeheskel Triyanta Widayani Wulandari, Annisa Nur