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Analisis Kesalahan Siswa dalam Menyelesaikan Soal Perpangkatan dan Bentuk Akar Berdasarkan Kriteria Watson Ditinjau dari Perbedaan Gender Usman Mulbar; Nasrullah Nasrullah; Yulinar Yulinar
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32231

Penelitian ini bertujuan untuk mengetahui: (1) jenis kesalahan, (2) tingkat kategori kesalahan, dan (3) penyebab siswa melakukan kesalahan dalam menyelesaikan soal perpangkatan dan bentuk akar berdasarkan kriteria Watson ditinjau dari perbedaan gender. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Terdapat enam subjek penelitian yaitu tiga siswa laki-laki dan tiga siswa perempuan. Instrumen yang digunakan dalam pengumpulan data adalah instrumen tes dan pedoman wawancara. Hasil penelitian menunjukkan bahwa siswa laki-laki cenderung melakukan kesalahan konflik level respon dengan kategori kesalahan cukup tinggi dimana siswa sudah berusaha dalam menyelesaikan soal akan tetapi siswa kurang memahami konsep pengerjaan soalnya sehingga gagal mendapatkan kesimpulan yang tepat. Selain itu, siswa hanya menuliskan jawaban akhirnya tanpa disertai alasan atau langkah penyelesaian yang jelas yang disebabkan karena siswa tidak mengetahui cara yang tepat untuk mengerjakan soal. Sedangkan siswa perempuan cenderung melakukan kesalahan masalah hirarki keterampilan dengan kategori kesalahan kecil dimana siswa kurang menguasai keterampilan dalam menghitung beberapa operasi hitung yang terdapat dalam langkah penyelesaian soal dan cenderung melakukan kesalahan selain ketujuh kategori Watson dengan kategori kesalahan kecil dimana siswa tidak menjawab soal karena siswa tidak mengetahui langkah penyelesaian yang harus digunakan dalam pengerjaan karena siswa jarang mengerjakan soal dengan bentuk yang berbeda.Kata Kunci: Analisis Kesalahan, Perpangkatan dan Bentuk Akar, Kriteria Watson, GenderThis study aims to determine: (1) the types of errors, (2) the level of error categories, and (3) the causes of students making mistakes in solving problems of rank and root form based on Watson's criteria in terms of gender differences. The type of research used is descriptive research with a qualitative approach. There are six research subjects, namely three male students and three female students. The instruments used in data collection were test instruments and interview guidelines. The results showed that male students tended to make errors in the response level conflict with a fairly high error category where students had tried to solve the problem but students did not understand the concept of working on the problem so they failed to get the right conclusion. In addition, students only write the final answer without being accompanied by a clear reason or step for solving it because students do not know the right way to work on the problem. Meanwhile, female students tend to make mistakes in the skill hierarchy problem with the small error category where students lack the skills to calculate some arithmetic operations contained in the problem solving step and tend make mistakes other than the seven Watson categories with the small error category where students do not answer questions because students do not know the steps. solution that must be used in the work because students rarely work on problems with different forms.Key Words: Error Analysis, Powers and Root Forms, Watson Criteria, Gender

Pengaruh Gaya Belajar, Kecerdasan Emosional, dan Adversity Quotient (AQ) terhadap Prestasi Belajar Matematika Siswa Kelas XI MAN Ainun, Rezki Awalia; Rosidah, Rosidah; Hamda, Hamda
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32230

Penelitian ini bertujuan untuk mengetahui pengaruh gaya belajar, kecerdasan emosional dan adversity quotient terhadap prestasi belajar matematika siswa kelas XI MAN. Jenis penelitian yang digunakan adalah penelitian ex post facto dengan jumlah sampel 100 siswa yang dipilih dengan menggunakan teknik random sampling. Teknik pengumpulan data menggunakan instrumen angket gaya belajar, kecerdasan emosional dan adversity quotient, serta instrumen tes prestasi belajar matematika. Data hasil penelitian dianalisis dengan statistik deskriptif dan statistik inferensial menggunakan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa: (1) Tidak ada perbedaan tipe gaya belajar dalam mempengaruhi prestasi belajar matematika siswa. (2) Kecerdasan emosional memiliki pengaruh yang positif dan tidak signifikan terhadap prestasi belajar matematika siswa. (3) Adversity quotient memiliki pengaruh yang positif dan tidak signifikan terhadap prestasi belajar matematika siswa. (4) Gaya belajar, kecerdasan emosional, dan adversity quotient secara bersama-sama memiliki pengaruh yang tidak signifikan terhadap prestasi belajar matematika siswa. Kata Kunci: Gaya Belajar, Kecerdasan Emosional, Adversity Quotient, Prestasi BelajarThis research aims to determine the effect of learning style, emotional intelligence, andÂ adversity quotient on the second-grade studentsâ€™ mathematics learning achievement of Islamic Senior High School. The type of this research is ex post facto, where the total sample used is 100 students that selected using random sampling technique. The data was obtained through a learning style questionnaire, emotional intelligence, adversity quotient, and mathematics learning achievement tests. The data were analyzed using descriptive statistics and inferential statistics using multiple linear regression analysis. The result showed that: (1) There is no difference in the type of learning style in effecting studentsâ€™ mathematics learning achievement. (2) Studentâ€™s emotional intelligence has a positive but not significant effect on their mathematics learning achievement. (3) Studentsâ€™ Adversity quotient has a positive but not significant effect on their mathematics learning achievement. (4) Learning style, emotional intelligence, and adversity quotient have no significant effect on studentâ€™s mathematics learning achievement.Keywords: Learning style, Emotional Intelligence, Adversity Quotient, Learning Achievement

Analisis Kesalahan Siswa Introver dan Ekstrover Berdasarkan Kriteria Newman dalam Menyelesaikan Soal Cerita Materi Program Linear Rosidah Rosidah; Ilham Minggi; Syahfira Audiwinanda
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32227

Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa introver dan ekstrover serta penyebab kesalahannya berdasarkan kriteria Newman dalam menyelesaikan soal cerita materi program linear. Jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif. Terdapat 4 subjek penelitian yaitu 2 siswa dengan tipe kepribadian introver dan 2 siswa dengan tipe kepribadian ekstrover. Teknik pengumpulan data yang digunakan adalah angket, tes soal, dan wawancara. Instrumen yang digunakan dalam pengumpulan data adalah angket tipe kepribadian, tes soal materi program linear dan pedoman wawancara. Teknik analisis data meliputi kondensasi data, penyajian data dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa siswa introver melakukan kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban akhir. Sedangkan siswa ekstrover melakukan kesalahan membaca, kesalahan memahmai, kesalahan transformasi, kesalahan keterampilan soal, dan kesalahan penulisan jawaban akhir. Penyebab kesalahan siswa introver berdasarkan prosedur Newman adalah adanya kebiasaan salah yang tidak diluruskan guru, prinsip siswa tidak menuliskan kendala tak negatif, merasa tertekan karena dibatasi oleh waktu dalam mengerjakan soal. Sedangkan penyebab kesalahan siswa ekstrover adalah siswa ekstrover cenderung tergesa-gesa dalam menyelesaikan soal, tidak dapat menghubungkan informasi-infoemasi pada soal, kurang mengusai materi prasyarat dan tidak melakukan pengecekan ulang terhadap hasil jawabannya.Kata Kunci: Kesalahan, Soal Cerita, Program Linear, Kriteria Newman, Introver dan ekstrover.This study aims to describe the errors of introverted and extroverted students and the causes of their errors based on Newman's criteria in solving linear programming problems. The type of research used is descriptive qualitative research. There are 4 research subjects, namely 2 students with an introverted personality type and 2 students with an extroverted personality type. The research consisted of 2 students with an introverted personality type and 2 students with an extroverted personality type. Data collection techniques used are questionnaires, test questions, and interviews. The instruments used in data collection were personality type questionnaires, linear program material tests and interview guidelines. Data analysis techniques include data condensation, data presentation and drawing conclusions. The results showed that introverted students transformation error, process skills error and enconding error. Meanwhile, extroverted students make are reading error, comprehension error, transformation error, process skills error and enconding error. The causes of introverted students' errors based on the Newman procedure are wrong habits that are not corrected by the teacher, the principle of students not writing down non-negative constraints, feeling pressured because they are limited by time in doing questions. While the causes of extroverted students' errors are extroverted students who tend to be in a hurry in solving problems, cannot connect information to questions, do not master the prerequisite material and do not re-check the results of their answers.Keywords: Error, Story Problem, Linear program, Neman’s Criteria, Introvert and Extrovert.

Analisis Kemampuan Pedagogical Content Knowledge Mahasiswa Calon Guru Matematika Ruslan Ruslan; Sahid Sahid; Nurul Ilmi Pratiwi
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32232

Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mengetahui Pedagogical Content Knowledge mahasiswa calon guru jurusan matematika FMIPA Universitas Negeri Makassar. Subjek penelitian terdiri atas 3 orang mahasiswa calon guru jurusan matematika semester enam. Teknik pengambilan subjek pada penelitian ini berjumlah tiga mahasiswa calon guru jurusan matematika dengan indeks prestasi kumulatif kurang dari 3,00 dan 3,01 - 3,50 serta 3,51 - 4,00. Instrumen dalam penelitian ini menggunakan CoRe, PaP-eRs, dan Vignette. Teknik pengumpulan data dalam penelitian ini yaitu observasi berdasarkan indicator PCK dan pemberian tes Vignette. Teknik analisis data menggunakan model Miles dan Huberman, yaitu reduksi data, penyajian data, dan kesimpulan. Berdasarkan hasil penelitian menunjukkan bahwa aspek pedagogical knowledge sebagian besar poin pada CoRe terpenuhi. Kemudian untuk aspek content knowledge yang dimiliki oleh subjek dengan indeks prestasi 3.50 – 4.00 berada pada level 1, indeks prestasi 3.00 – 3.50 berada pada level 0 serta indeks prestasi yang kurang dari 3.00 berada pada level 2. Kata kunci: pengetahuan konten pedagogik, mahasiswa, matematika, calon guru.This research is a qualitative research that aims to determine the Pedagogical Content Knowledge of prospective teacher students majoring in mathematics at the State University of Makassar. The research subjects consisted of 3 student teacher candidates majoring in mathematics in the sixth semester. The subject-taking technique in this study amounted to three student teacher candidates majoring in mathematics with a cumulative achievement index of less than 3.00 and 3.01 - 3.50 and 3.51 - 4.00. The instruments in this study used CoRe, PaP-eRs, and Vignette. Data collection techniques in this study are observations based on PCK indicators and giving the Vignette test. The data analysis technique uses the Miles and Huberman model, namely data reduction, data presentation, and conclusions. Based on the results of the study, it shows that the pedagogical knowledge aspects of most of the points in CoRe are fulfilled. Then for the content knowledge aspect, the subject with an achievement index of 3.50 – 4.00 is at level 1, an achievement index of 3.00 – 3.50 is at level 0 and an achievement index of less than 3.00 is at level 2.Key words: pedagogical content knowledge, students, mathematics, teacher candidate.

Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Materi Sistem Persamaan Linear Dua Variabel Ditinjau dari Kemampuan Awal Matematika Hamzah Upu; Awi Dassa; Nurhalizah R.
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32233

Penelitian ini bertujuan untuk menganalisis kesalahan siswa dan faktor penyebab kesalahan siswa dalam menyelesaikan soal materi Sistem Persamaan Linear Dua Variabel (SPLDV) berdasarkan tahapan Newman ditinjau dari kemampuan awal matematika. Penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek dalam penelitian ini adalah siswa kelas IX yang terdiri enam orang yakni masing-masing dua orang untuk setiap tingkatan kemampuan awal matematika. Teknik pengumpulan data dalam penelitian ini yaitu tes dan wawancara. Adapun instrumen penelitian yang digunakan yaitu tes kemampuan awal matematika, tes diagnostik SPLDV, dan pedoman wawancara. Teknik analisis data dalam penelitian ini meliputi kondensasi data, penyajian data, dan verifikasi atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) Siswa dengan kemampuan awal matematika tinggi melakukan kesalahan keterampilan proses dan penulisan jawaban; (2) Siswa dengan kemampuan awal matematika sedang melakukan kesalahan memahami, transformasi, keterampilan proses, dan penulisan jawaban; (3) Siswa dengan kemampuan awal matematika rendah melakukan kesalahan membaca, memahami, transformasi, keterampilan proses, dan penulisan jawaban. Adapun faktor yang paling sering menyebabkan kesalahan siswa dalam menyelesaikan soal materi SPLDV diantaranya karena siswa kurang teliti dan terburu-buru dalam mengerjakan soal, belum menguasai materi prasyarat, dan sebagai akibat dari kesalahan yang dilakukan sebelumnya.Kata Kunci: Kesalahan, Sistem Persamaan Linear Dua Variabel, Kesalahan Newman, Matematika. This research aims to analyze students’ errors and the factors that cause students’ errors in solving problems of two-variable linear equations system based on Newman’s stages viewed from initial mathematical ability. This research is qualitative research with a descriptive approach. The subject of this research is students grade IX that consists of six students which two people for each level of initial mathematical ability. Data collection techniques in this research are test and interview. The research instrument was used, namely the initial mathematical ability test, a diagnostic test of a two-variable linear equation system, and interview guidelines. The data analysis techniques in this study include the condensation of data, the presentation of data, and the verification or drawing of conclusions. The result shows that: (1) Students with high initial mathematical abilities make mistakes in processing skills and writing in answers; (2) Students with medium early mathematical abilities are making mistakes in understanding questions, transforming questions, processing skills, and writing answers; (3) Students with low initial mathematical abilities make errors in reading questions, misunderstanding questions, transformation, processing skills, and writing answers. The factors that most often cause students' errors in solving the Two-Variable Linear Equations System material problems are students being less thorough and hastily working on the questions, have not mastered the prerequisite material, and as the result of previous mistakes.Keywords: Errors, Two-Variable Linear Equations System, Newman Error, Mathematics.

Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Materi Barisan dan Deret Berdasarkan Kriteria Hadar Ditinjau dari Pemahaman Matematika Siswa Ilham Minggi; Bernard Bernard; Aco Fauzan
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32228

Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal masalah materi Barisan dan Deret berdasarkan kriteria Hadar ditinjau dari pemahaman matematika siswa. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Terdapat 6 subjek penelitian yaitu 2 siswa dengan pemahaman matematika tinggi, 2 siswa dengan pemahaman matematika sedang, dan 2 siswa dengan pemahaman matematika rendah. Instrumen yang digunakan dalam pengumpulan data adalah tes pemahaman yang memuat 7 butir soal, tes masalah barisan dan deret yang memuat 3 butir soal, serta pedoman wawancara. Hasil penelitian menunjukkan bahwa semua subjek dalam mengerjakan soal yang berkaitan dengan menentukan suku ke-P pada deret geometri dan pada saat mengerjakan soal yang berkaitan dengan menentukan populasi sapi cenderung melakukan kesalahan teknis. Sedangkan dalam mengerjakan soal yang berkaitan dengan menentukan jumlah suku pada suatu barisan aritmatika, subjek sama sekali tidak mengalami kesalahan dalam menyelesaikan jawabannya kecuali subjek kelima dan subjek keenam yang tidak menjawab sama sekali. Kata Kunci: Kesalahan, Kriteria Hadar, Pemahaman Matematika Siswa This study aims to describe students' errors in solving problems in the material of Sequences and Series based on Hadar's criteria in terms of students' mathematical understanding. The type of research used is qualitative research with a descriptive approach. There are 6 research subjects, namely 2 students with high mathematical understanding, 2 students with moderate mathematical understanding, and 2 students with low mathematical understanding. The instrument used in data collection was an understanding test containing 7 questions, a series and series problem test containing 3 questions, as well as interview guidelines. The results showed that all subjects worked on questions related to determining the P-th term in the series geometry and in working on problems related to determining the cattle population tend to make technical errors. Meanwhile, in working on problems related to determining the number of terms in an arithmetic sequence, the subject did not experience any errors in completing the answer except for the fifth subject and the sixth subject who did not answer at all. Keywords: Error, Hadar Criteria, Students' mathematical ability

Profil Kemampuan Pemecahan Masalah Soal HOTS Matematika Siswa SMP ditinjau dari Kemampuan Awal Asdar Asdar; Alimuddin Alimuddin; Sukmawati Ali
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32238

Penelitian ini menyajikan profil kemampuan pemecahan masalah matematika level HOTS ditinjau dari kemampuan awal. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini dilakukan di salah satu SMP di Kabupaten Wakatobi. Teknik pengumpulan data yang digunakan yaitu tes tertulis dan pedoman wawancara. Instrumen yang digunakan berupa tes kemampuan awal matematika, tes HOTS matematika, dan pedoman wawancara. Partisipan dalam penelitian ini sebanyak 3 orang siswa dengan kategori kemampuan awal tinggi, kemampuan awal sedang, kemampuan awal rendah. Hasil penelitian menunjukkan bahwa karakteristik siswa tinggi tidak memenuhi semua tahapan pemecahan masalah. Siswa sedang memenuhi semua tahapan pemecahan masalah tetapi masih keliru dalam menuliskan jawaban terkait masalah konteks. Siswa rendah tidak memenuhi semua tahapan pemecahan masalah Polya.Kata kunci: HOTS, Kemampuan Awal, Pemecahan Masalah, Matematika.This study is presents to HOTS level problem solving ability profile in terms of initial ability. The type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Wakatobi Regency. The data collection techniques in by doing are written tests and interview guidelines. The instruments used are early mathematics ability tests, HOTS mathematics tests, and interviews. Participants in this study were 3 students with high initial ability, moderate initialability, low initial ability. The results showed characteristics of high students does not solve all problem solving. The medium student mastering all problem solving but are still wrong in writing answers related of problems the context. The Low sudent does not meet all of Polya problem solvingKey Words: HOTS, Initial Ability, Problem Solving, MathematicsThis study is presents to HOTS level problem solving ability profile in terms of initial ability. The type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Wakatobi Regency. The data collection techniques in by doing are written tests and interview guidelines. The instruments used are early mathematics ability tests, HOTS mathematics tests, and interviews. Participants in this study were 3 students with high initial ability, moderate initialability, low initial ability. The results showed characteristics of high students does not solve all problem solving. The medium student mastering all problem solving but are still wrong in writing answers related of problems the context. The Low sudent does not meet all of Polya problem solving. Key Words: HOTS, Initial Ability, Problem Solving, Mathematics

Deskripsi Kemampuan Literasi Matematis Siswa Ditinjau dari Perbedaan Gender Bernard Bernard; Sahid Sahid; Nur Sakinah
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32235

Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa ditinjau dari perbedaan gender. Kajian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Terdapat enam subjek penelitian yang masing-masing mewakili kategori tinggi, sedang, dan rendah untuk siswa laki-laki dan siswa perempuan. Instrumen yang digunakan berupa tes tertulis dan pedoman wawancara. Teknik pengumpulan data dalam penelitian ini yaitu tes dan wawancara. Teknik analisis data yang digunakan, yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dari 6 level kemampuan literasi matematika, subjek laki-laki dan subjek perempuan dengan kemampuan literasi matematis tinggi dan sedang berada pada level 3. Sementara itu, kemampuan literasi matematis subjek laki-laki dan subjek perempuan dengan kemampuan literasi matematis rendah berada pada level 1.Kata Kunci: Matematika, Literasi Matematika, PISA, GenderThis study aims to describe students' mathematical literacy skills in terms of gender differences. This study is qualitative research with a descriptive approach. There are six research subjects, each representing high, medium, and low categories for male students and female students. The instruments used are written tests and interview guidelines. Data collection techniques in this study are tests and interviews. Data analysis techniques were used, namely data condensation, data presentation, and drawing conclusions. The results showed that of the 6 levels of mathematical literacy ability, male subjects and female subjects with high and moderate mathematical literacy skills were at level 3. Meanwhile, the mathematical literacy skills of male subjects and female subjects with low mathematical literacy skills were at level 1.Key Words: Mathematics, Mathematical Literacy, PISA, Gender

Deskripsi Pemahaman Konseptual dan Prosedural pada Materi Persamaan Garis Lurus ditinjau dari Kecerdasan Logis Matematis Siswa Tuti Alawiya; Muhammad Dinar; Asdar Asdar
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed32210

Penelitian ini bertujuan untuk mengetahui deskripsi pemahaman konseptual dan prosedural pada materi persamaan garis lurus jika ditinjau dari kecerdasan logis matematis siswa. Untuk memenuhi tujuan tersebut dilakukan jenis penelitian kualitatif yang bersifat deskriptif. Subjek dari penelitian ini terdiri dari 3 orang yakni masing-masing satu dari kecerdasan logis matematis tinggi, sedang, dan rendah siswa di kelas IX SMP. Instrumen dalam penelitian ini adalah tes kecerdasan logis matematis, tes pemahaman konseptual dan prosedural dan pedoman wawancara. Materi yang digunakan adalah materi persamaan garis lurus. Hasil penelitian menunjukkan pada pemahaman konseptual, subjek dengan kecerdasan logis matematis tinggi mampu memahami 3 indikator, kecerdasan logis matematis sedang 4 indikator, dan kecerdasan logis matematis rendah 1 indikator. Pada pemahaman prosedural, ketiga subjek belum memahami dengan baik setiap indikatornyaKata Kunci: Konseptual, Prosedural, Kecerdasan Logis Matematis, Persamaan Garis Lurus.This study aims to determine the description of conceptual and procedural understanding on the material of straight-line equations when viewed from the logical mathematical intelligence of students. To fulfill this objective, a descriptive qualitative research was conducted. The subjects of this study consisted of 3 people, one each from high, medium, and low mathematical logical intelligence students in class IX SMP. The instruments in this study were logical mathematical intelligence tests, conceptual and procedural understanding tests and interview guidelines. The material used is straight line equation material. The results showed that on conceptual understanding, subjects with high mathematical logical intelligence were able to understand 3 indicators, moderate mathematical logical intelligence 4 indicators, and low mathematical logical intelligence 1 indicator. In procedural understanding, the three subjects did not understand each indicator well Keywords: Conceptual Understanding, Procedural Understanding, Mathematical Logical Intelligence, Straight Line Equation

Analisis Kesalahan dalam Menyelesaikan Soal Cerita Aritmatika Sosial Ditinjau dari Kemampuan Awal Siswa Usman Mulbar; Alimuddin Alimuddin; Wa Ode Nur Radhiah Ridjalu
Issues in Mathematics Education (IMED) Vol 6, No 1 (2022): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed31697

This study aims to determine the description of errors, types of errors, and the causes of errors made by students in solving social arithmetic story problems in terms of students’ initial abilities. The type of research used is dercriptive research. A total of 28 students of class VII became subjects in this study. Data was collected using written tests and interviews. The collected data were analyzed quantitatively and qualitatively. The results showed that the percentage of errors from the largest to the smallest in a row is a problem with the concept of profit, purchase price, net weight, interest, discounts and taxes. The types of errors from the largest to the smallest percentages are errors in understanding the problem, errors in completing mathematical models, errors in making mathematical models, and errors in writing the final answer to the questions. The causes of students errors are not understanding the meaning of the question, not mastering the concepts related to the problem, not mastering the steps in solving the problem, lacking mastery in the calculation process, unable to determine the next formula to solve the problem, making mistakes in the previous process, unable to write final answer, forgetting factor, and lack of practice working on the questions.

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Said Fachry Assagaf

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+6281355595187

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said.fachry.assagaf@unm.ac.id

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Unit Publikasi Jurusan Matematika, Gd FG Lantai 2, FMIPA UNM

Location
Kota makassar,

Sulawesi selatan

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Said Fachry Assagaf

Contact Email said.fachry.assagaf@unm.ac.id

Phone +6281355595187

Journal Mail Official said.fachry.assagaf@unm.ac.id

Editorial Address Unit Publikasi Jurusan Matematika, Gd FG Lantai 2, FMIPA UNM

Location Kota makassar, Sulawesi selatan INDONESIA

Abstract

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Contact Name
Said Fachry Assagaf

Contact Email
said.fachry.assagaf@unm.ac.id

Phone
+6281355595187

Journal Mail Official
said.fachry.assagaf@unm.ac.id

Editorial Address
Unit Publikasi Jurusan Matematika, Gd FG Lantai 2, FMIPA UNM

Location
Kota makassar,

Sulawesi selatan

INDONESIA