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All Journal Journal of Authentic Research on Mathematics Eduacation (JARME)
Luqman, Naufal
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Education Mathematics Other

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ANALYSIS OF STUDENTS' NUMERACY LITERACY SKILLS ON THE TOPIC OF SURFACE AREA AND VOLUME OF PRISMS Fadilah, Julva Rizky; Luqman, Naufal; Zahra, Indry
Journal of Authentic Research on Mathematics Education (JARME) Vol 6, No 1 (2024)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v6i1.9676

Abstract

This study aims to analyze students' numeracy literacy skills in solving problems related to the surface area and volume of prisms. Numeracy literacy is one of the essential competencies that students need to master in order to support problem-solving in daily life. The research method used is qualitative descriptive. The subjects of this study were 32 eighth-grade students from a junior high school in the city of Tasikmalaya. The research instrument was a mathematical numeracy literacy test consisting of essay and multiple-choice questions that had been validated by experts. The results of the study indicate that students' numeracy literacy skills, in general, are in the medium category, but there is a significant difference between students with high and low mathematical conceptual understanding. Students with a good understanding of mathematical concepts tend to have higher numeracy literacy skills, especially in solving problems related to calculating the volume of prisms. However, in questions requiring spatial reasoning and interpretation to calculate surface area, many students faced difficulties, particularly those with lower numeracy literacy skills. The discussion of these findings highlights the importance of strengthening basic mathematical concept understanding to improve students' numeracy literacy. The use of more interactive and contextual learning models can help students connect mathematical concepts to real-life situations. The implications of this research emphasize the need to improve the quality of mathematics teaching, focusing on the simultaneous development of numeracy literacy. Mathematics teachers are expected to design learning strategies that integrate concept strengthening with numeracy literacy practice in various everyday life contexts.Copyright © 2021Universit All rights reserved.
STUDENT ERROR IN CIRCUMFERENTIAL AND CIRCULAR AREA MATERIALS: ANALYSIS BASED ON THE NOLTING CLASSIFICATION Luqman, Naufal; Fadilah, Julva Rizky; Zahra, Indry
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i1.13438

Abstract

This study aims to analyze students' errors in solving problems around the perimeter and area of the circle based on the error category according to Nolting. These errors include conceptual, procedural, and calculation errors. The method used in this study is qualitative descriptive. The subjects of the study were 30 grade VIII students from a junior high school in Tasikmalaya. Research instruments included a written test designed to identify the type of error according to Nolting as well as a semi-structured interview to dig deeper into the causes of the error. The results showed that 28.5% of students experienced conceptual errors, 53.5% of students experienced procedural errors and 14.2% of students experienced calculation errors. Most students experience conceptual errors because they make mistakes in using the circumference and circle area formulas. Students also tend to make mistakes in distinguishing diameters and radius, as well as calculation errors on decimal numbers in multiplication and division operations. The discussion underlined that procedural errors are mostly caused by students' lack of conceptual understanding of the circle formula, while calculation errors often arise due to a lack of precision. The implementation of this research can be used by mathematics teachers to design more effective teaching strategies in overcoming students' systematic errors, such as emphasizing the understanding of basic concepts before introducing more complex problems, as well as increasing exercises that involve the application of formulas in a variety of ways.
Co-Authors Fadilah, Julva Rizky Zahra, Indry