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All Journal MaPan : Jurnal Matematika dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar
Manullang, Mindo
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Education Mathematics Other

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Bahasa Inggris Analisis Kesalahan Siswa Dalam Menyelesaikan Soal SPLDV ditinjau dari Kemampuan Berpikir Kritis Berdasarkan Kriteria Newman Manullang, Mindo; Elfani, Elia; Fauzi, KMS M. Amin
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a7

Abstract

This research aims to provide a clear mapping of errors frequently made by students in solving Systems of Linear Equations in Two Variables (SPLDV) problems, to examine students critical thinking skills using Newman's criteria, and to identify mathematical errors committed by eighth-grade students at the private Methodist El Shadday Junior High School in Perbaungan. This research uses descriptive qualitative research methods. The study involved a sample of five students who were administered a test instrument consisting of open-ended questions. The analysis results indicate that the average percentage of students’ success in demonstrating critical thinking skills in solving problems is 42.109%, while the average error rate is 57.891%. These findings reveal that students' error rate in answering questions is higher than their success rate in answering questions. This suggests that students' problem-solving and critical thinking abilities remain relatively low. These results align with the research objective, which is to examine the extent to which students can think critically when solving problems, as measured by indicators of critical thinking skills. In light of these results, it is recommended that innovative instructional approaches such as problem-based learning, contextual learning, and interactive methods involving the use of technology be implemented to enhance students’ understanding and foster the development of their critical thinking skills. Abstrak: Penelitian ini bertujuan untuk memberikan pemetaan yang jelas mengenai kesalahan- kesalahan yang sering dilakukan oleh siswa dalam menyelesaikan soal Sistem Persamaan Linear Dua Variabel (SPLDV), mengetahui kemampuan berpikir kritis siswa dengan menggunakan kriteria Newman dan mengecek kesalahan matematis siswa kelas VIII Sekolah Menengah Pertama swasta Methodist El Shadday Perbaungan. Penelitian ini menggunakan metode deskriptif kualitatif. Pada penelitian ini diambil sampel sebanyak 5 orang siswa yang kemudian diberikan instrumen tes untuk diselesaikan. Instrumen yang digunakan pada penelitian ini adalah berupa tes yang berisi soal-soal uraian. Hasil analisis menunjukkan bahwa rata- rata persentase keberhasilan kemampuan berpikir kritis siswa dalam menyelesaikan soal mencapai 42,109% sementara rata-rata persentase  kesalahan  siswa sebesar  57,891%. Temuan ini menunjukkan bahwa tingkat kesalahan siswa menjawab soal lebih tinggi dibandingkan tingkat keberhasilan. Hal ini mengindikasikan bahwa kemampuan pemecahan masalah dan kemampuan berpikir kritis siswa masih tergolong rendah. Hasil ini selaras dengan tujuan penelitian, yaitu menganalisis sejauh mana siswa mampu berpikir kritis dalam menyelesaikan soal berdasarkan indikator kemampuan berpikir kritis dan Newman. Berdasarkan temuan tersebut, perlunya penggunaan pendekatan pembelajaran yang inovatif seperti pembelajaran berbasis masalah atau kontekstual serta pembelajaran interaktif dan menarik seperti menggunakan teknologi yang diharapkan dapat membantu siswa agar lebih memahami dan meningkatkan kemampuan berpikir kritis siswa.
Paradigma Interpretif dan Pendekatan Kualitatif Dalam Pendidikan Matematika Manullang, Mindo; Elia Elfani; Izwita Dewi; Edy Surya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26168

Abstract

Contemporary approaches to mathematics education play a vital role not only in assessing learning outcomes but also in uncovering the subjective meanings embedded in students’ learning processes. The interpretive paradigm provides a conceptual framework that emphasizes understanding social constructions, personal meanings, and the unique experiences of learners. This paradigm underpins qualitative research in education, particularly when the focus is on in-depth exploration of how students interpret and internalize mathematical concepts. This article aims to review recent literature that applies the interpretive paradigm within the field of mathematics education. Findings indicate that this approach is effective in revealing students’ perceptions of mathematics, their learning strategies, and the emotional and social challenges they encounter throughout the learning process. A literature review of publications from the past five years reveals that the interpretive paradigm enables researchers to gain deeper insights into students’ cognitive and affective domains areas often overlooked by quantitative methods. Predominant methodologies such as in-depth interviews, participatory observation, narrative reflection, and case studies facilitate a holistic and contextualized understanding of learning experiences. Furthermore, this paradigm repositions teachers not merely as transmitters of content, but as facilitators who are attuned to the social, cultural, and psychological backgrounds of their students. The findings from this review offer significant implications for the development of inclusive curricula, reflective and personalized instructional strategies, and more humane, context-sensitive assessment models. In this regard, the interpretive paradigm contributes to shaping a mathematics education system that is more empathetic, relevant, and meaningful for students from diverse backgrounds and with varied learning needs in the modern educational landscape.
Co-Authors Edy Surya Elfani, Elia Elia Elfani Fauzi, KMS M. Amin Izwita Dewi