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Aida Sari, Fitri
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Education Mathematics

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Analisis Kemampuan Awal Matematis dan Kesalahan Mahasiswa Berdasarkan Newman’s Error Analysis pada Materi Luas Bangun Datar Aida Sari, Fitri
Tunas: Jurnal Penelitian Pendidikan Dasar Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mulawarman

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Understanding fundamental mathematical concepts, particularly the area of plane figures, is crucial for students of the elementary school teacher education study program. Despite learning these concepts since elementary school, many of them still struggle to fully understand it. This study aims to identify the mathematical prior knowledge students in the area of plane figures and the types of errors they make using the Newman Error Analysis (NEA) approach. The research employs a descriptive quantitative method with instruments comprising essay tests and interviews. The study subjects consisted of 35 students from an elementary school teacher education study program in East Kalimantan. Results reveal that 67.7% of the students possess moderate mathematical prior knowledge, while the rest fall into the low and high categories. The most common errors occur in the comprehension and transformation stages, indicating difficulties in understanding problems and converting information into mathematical forms. The implications of this research emphasize the importance of appropriate learning strategies or models to strengthen students' understanding of basic mathematical concepts.
Tingkat Kesiapan dan Tantangan Calon Guru Sekolah Dasar dalam Menyusun Modul Ajar Berbasis Kurikulum Merdeka Yanuar, Melinda; Aida Sari, Fitri
Tunas: Jurnal Penelitian Pendidikan Dasar Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mulawarman

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The readiness of prospective elementary school teachers in compiling teaching modules for the Independent Curriculum is crucial in elementary school learning. The process of compiling teaching modules is a challenge for prospective elementary school teachers. This study aims to determine the challenges and readiness in compiling teaching modules. The method used is a quantitative descriptive approach with data collection techniques through distributing questionnaires. The subjects of the study consisted of 38 students of the Elementary School Teacher Education Study Program in East Kalimantan. The results of the readiness of prospective elementary school teachers in compiling teaching modules based on the Independent Curriculum are generally at a fairly good level, with the majority of students showing adequate understanding of the steps in compiling teaching modules. The implications of this study indicate the need for adjustments in the teaching approach in higher education, with a focus on strengthening practical skills through learning methods such as project-based learning and mentoring
Uncovering student misconceptions: A watson's framework analysis of roman numerals problems Aida Sari, Fitri; Nurdiyah Kurniati
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/kkttx486

Abstract

This study analyzes the errors made by second-semester students of the Elementary School Teacher Education Study Program in solving Roman numeral problems. This study uses a descriptive qualitative approach with 35 students as subjects selected through purposive sampling techniques. The research instrument used six questions to identify errors based on Watson's categories: inappropriate data, inappropriate procedures, omitted data, omitted conclusions, response level conflicts, undirected manipulation, skills hierarchy problem, and other errors (not providing answers). The analyzed data was reduced, presented, and concluded. The study's results indicate that other errors (specifically about students who did not provide answers) were the most dominant (40.41%), with details of the errors that occurred in numbers 2, 3, 4, 5, and 6, respectively, 5.48%, 4.11%, 3.42%, 13.70%, and 13.70%. Other types of errors were response-level conflicts, inappropriate procedures, undirected manipulation, omitted conclusions, and inappropriate data. The implications of this study emphasize the importance of conceptually understanding-based learning in teaching Roman numerals.
Co-Authors Nurdiyah Kurniati Yanuar, Melinda