Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Mitra Mahajana: Jurnal Pengabdian Masyarakat Rangkiang Mathematics Journal Jurnal Edukasi dan Penelitian Matematika
Zulhafendi, Redy Williantama
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Mathematics Public Health Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Rangkiang Mathematics Journal

 1 
Analysis of Students' Errors Based on Newman's Errors in Solving Mathematical Reasoning Problems Zulhafendi, Redy Williantama; Yerizon, Yerizon; Dwina, Fitrani; Sari, Shinta
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.91

Abstract

Mathematical reasoning is one of the essential competencies that students must possess to face the challenges of 21st-century learning. However, many students still struggle to solve problems that assess their mathematical reasoning. This study aims to analyse the types of errors students make using Newman’s Error Analysis procedure. The research employed a descriptive qualitative method, with 37 twelfth-grade high school students selected through purposive sampling. Data were collected through a mathematical reasoning ability test and interviews. The quantitative data from the test were analysed descriptively to identify error patterns, while the qualitative data from interviews were analysed thematically through data reduction, data display, and conclusion drawing. Most students made errors in three main stages, namely understanding the problem concept, transforming verbal information into appropriate mathematical representations, and applying mathematical procedures or algorithms correctly. Furthermore, the analysis showed that conceptual misunderstanding was the most prevalent type of error, often leading to subsequent transformation and process-skill errors. These findings suggest that teachers need to design learning interventions that strengthen conceptual comprehension and develop students’ systematic problem-solving strategies.
Co-Authors Dwina, Fitrani Ena Noveria Fadillah, Muhammad Hadi, Irfan Surya Hariman, Subhan Nuredi Nadiroha, Widia Sari, Shinta Yarman Yerizon Yerizon