Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Asimetris: Pendidikan Matematika dan Sains International Journal of Education and Digital Learning (IJEDL)
Eva Trisnantari, Hikmah
Unknown Affiliation
Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Analysis of Students' Thinking Errors in Solving HOTS-Based Mathematics Problems at SMP Negeri 1 Kedungwaru Tulungagung Winarko, Adji; Setyani, Rahyu; Eva Trisnantari, Hikmah
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.322

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies in mathematics learning to face the challenges of the 21st century. However, junior high school students often experience difficulties in solving HOTS problems, indicating the presence of systematic thinking errors. These errors, if not explained in depth, can hinder students' cognitive development and problem-solving abilities. This study aims to analyze the types of thinking errors made by students in solving HOTS-based mathematics problems using the Newman Error Analysis approach. This study uses a qualitative descriptive approach. The subjects consisted of 10 seventh-grade students of SMP Negeri 1 Kedungwaru, classified based on their ability levels (high, medium, and low). Data collection techniques included administering HOTS questions, think-alouds, and semi-structured interviews. Data were analyzed based on Newman's five error categories: reading, understanding, transformation, process skills, and answer writing. The results showed that students' thinking errors in solving HOTS math problems were caused by various factors. Reading errors arose from unfamiliarity with mathematical terms, misunderstanding of problem sentences, confusing question length, and low analytical skills. Comprehension errors were caused by the inability to identify information and difficulty formulating data into mathematical sentences. Transformation errors occurred due to the inability to translate information into mathematical form and a lack of experience working on contextual problems. Process skill errors were influenced by weak arithmetic skills and unfamiliarity with following procedures for solving story problems. Meanwhile, answer writing errors were caused by inaccuracy, weak arithmetic skills, and unfamiliarity with writing final conclusions.
PENGARUH MODEL KOLABORASI ANTAR MAPEL TERHADAP MATHEMATICS CRITICAL THINKING SKILLS DITINJAU DARI SELF-EFFICACY DAN PRIOR KNOWLEDGE BERBASIS AKM DI SMK NEGERI KABUPATEN TULUNGAGUNG Rohmayani, Putri; Setiani, Rahyu; Eva Trisnantari, Hikmah
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 5 No. 2 (2024): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v5i2.2817

Abstract

Tujuan dari penelitian ini untuk mengetahui  Pengaruh Model Kolaborasi antar Mapel terhadap Mathematics Critical Thinking Skills yang ditinjau dari Self Efficacy dan Prior Knowledge sehingga adanya interaksi antara Model Kolaborasi Antar Mapel, Self-Efficacy, dan Prior Knowledge. Jenis penelitian ini adalah penelitian eksperimen semu dengan pendekatan kuantitatif. Populasi pada penelitian ini adalah seluruh siswa kelas XI di SMKN 2 Boyolangu dan sampel yang digunakan adalah kelas Busana-1 dan Busana-3 dengan jumlah 70 siswa. Teknik pengumpulan data yang digunakan adalah tes kan kuisioner. Analisis data meliputi uji kesetimbangan, uji normalitas, ui homogenitas, uji hipotesis dan uji komparasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1)Terdapat perbedaan MCTS dengan diterapkannya Model Kolaborasi Antar Mapel dimana  Fhitung=1.948,6>254,3. (2)Terdapat perbedaan MCTS berbasis AKM ditinjau dari self-efficacy  Fhitung=1.948,5>254,3. (3)Terdapat perbedaan MCTS berbasis AKM ditinjau dari PK Fhitung=603,552>19,50.  (4)Tidak terdapat pengaruh interaksi antara Model Kolaborasi antar Mapel dan Self-Efficacy Fhitung=-4.872,529<254,3, (5)Tidak terdapat pengaruh interaksi antara Model Kolaborasi Antar Mapel dan Self-Efficacy Fhitung=-6.579,946<254,3. (6)Tidak terdapat pengaruh interaksi interaksi antara Self-Efficacy dan PK Fhitung=-3.294,342<19,50. (7)Terdapat pengaruh interaksi antara Model Kolaborasi Antar Mapel Self-Efficacy dan  PK Fhitung=-64,0002<91,50.
Analysis of Students' Thinking Errors in Solving HOTS-Based Mathematics Problems at SMP Negeri 1 Kedungwaru Tulungagung Winarko, Adji; Setyani, Rahyu; Eva Trisnantari, Hikmah
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.322

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies in mathematics learning to face the challenges of the 21st century. However, junior high school students often experience difficulties in solving HOTS problems, indicating the presence of systematic thinking errors. These errors, if not explained in depth, can hinder students' cognitive development and problem-solving abilities. This study aims to analyze the types of thinking errors made by students in solving HOTS-based mathematics problems using the Newman Error Analysis approach. This study uses a qualitative descriptive approach. The subjects consisted of 10 seventh-grade students of SMP Negeri 1 Kedungwaru, classified based on their ability levels (high, medium, and low). Data collection techniques included administering HOTS questions, think-alouds, and semi-structured interviews. Data were analyzed based on Newman's five error categories: reading, understanding, transformation, process skills, and answer writing. The results showed that students' thinking errors in solving HOTS math problems were caused by various factors. Reading errors arose from unfamiliarity with mathematical terms, misunderstanding of problem sentences, confusing question length, and low analytical skills. Comprehension errors were caused by the inability to identify information and difficulty formulating data into mathematical sentences. Transformation errors occurred due to the inability to translate information into mathematical form and a lack of experience working on contextual problems. Process skill errors were influenced by weak arithmetic skills and unfamiliarity with following procedures for solving story problems. Meanwhile, answer writing errors were caused by inaccuracy, weak arithmetic skills, and unfamiliarity with writing final conclusions.
Co-Authors Rahyu Setiani ROHMAYANI, PUTRI Setyani, Rahyu Winarko, Adji