Kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang - Annisa Fitri; Agus Maman Abadi (Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta, 2021)
Penelitian ini bertujuan untuk mendeskripsikan jenis kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang di Kabupaten Indragiri Hilir. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Sampel penelitian sebanyak 284 siswa SMA kelas XI Program IPA di Kabupaten Indragiri Hilir, Indonesia, yang berasal dari sepuluh sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan menggunakan teknik stratified propotional random sampling. Instrumen yang digunakan berupa tes yang telah divalidasi oleh ahli (expert judgement). Kesalahan siswa dijustifikasi berdasarkan Newman’s errors categories. Hasil penelitian menunjukkan bahwa jenis kesulitan siswa dalam menyelesaikan soal matematika pada materi peluang yaitu kesulitan memahami masalah (comprehension errors) sebanyak 64,1%; kesulitan melakukan transformasi (transformations errors) sebanyak 71,1%; kesulitan keterampilan proses (processing skill errors) sebanyak 89,4%; dan kesulitan menarik kesimpulan (encoding errors) sebanyak 94%. AbstractThis study aimed to describe the types of difficulties high school students in solving mathematics problems on probability material in Indragiri Hilir Regency. This study includes a survey with quantitative and qualitative approaches. The research sample was 284 eleventh-grade high school students in the science program on Indragiri Hilir Regency, Indonesia, from ten schools with high, medium, and low categories. The research sample was determined using a stratified proportional random sampling technique. The instrument used was a test that has been validated by an expert. Students’ errors were justified based on Newman’s errors categories. The results showed that the types of students’ difficulties in solving mathematics problems on the probability material, namely: difficulty in understanding the problem (comprehension errors) as many as 64.1%; difficulty in making transformations (transformation errors) as many as 71.1%; difficulty in process skill (processing skill errors) as many as 89.4%; and difficulty in concluding (encoding errors) as many as 94%.