cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andrian Saputra
Contact Email
andriansaputra@fkip.unila.ac.id
Phone
+6285768233166
Journal Mail Official
jpmipa@fkip.unila.ac.id
Editorial Address
FKIP Universitas Lampung Jl. Prof. Dr. Ir. Sumantri Brojonegoro, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
 1 
Search results for "Mapping Newman" : 1 Documents clear
Mapping Newman’s Error Analysis to Mathematical Creative Thinking: A Diagnostic Tool for Identifying Cognitive Disruptions Kartono, Kartono; Suciawati, Vici
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2651-2676

Abstract

This study examines the relationship between Newman’s Error Analysis (NEA) stages and dimensions of Mathematical Creative Thinking (MCT) in solving contextual problems on relations and functions. Using a descriptive qualitative approach, 25 eighth-grade students were analyzed through two open-ended contextual essay items and semi-structured interviews. Errors identified at each NEA stage (reading, comprehension, transformation, process skills, encoding) were mapped to corresponding MCT dimensions to investigate correlations between error patterns and limitations in creative thinking. Findings indicate that students’ primary difficulties emerged at higher-order cognitive stages. Most students succeeded in the reading (23 students on item 1) and comprehension stages (19 students), yet substantial errors occurred during transformation (14 errors), process skills (17 errors), and encoding (20 errors), a pattern similarly observed in Item 2. The narrowing of the Sankey diagram flow suggests that the core difficulties lie not in basic literacy skills but rather in increasing representational and procedural complexity, particularly at the transition from transformation to process skills. Case analyses revealed distinct profiles: high-ability students demonstrated strong fluency and flexibility but experienced a “cognitive transparency illusion” that constrained their elaboration; medium-ability students showed inconsistency in strategic execution due to strategic breakdowns and affective instability; and low-ability students encountered cascading failures beginning from the earliest stages. The study positions the NEA–MCT mapping as an interpretive diagnostic helpful framework for identifying cognitive–affective barriers to mathematical creativity. This framework supports differentiated interventions, including metacommunicative scaffolding for high-ability students, integrated cognitive–strategic–affective support for medium-ability students, and foundational representational instruction with affective scaffolding for low-ability students. Limitations include the small sample size and the narrow task context. Future studies should involve larger and more diverse participants, incorporate real-time think-aloud data, explore additional mathematical domains, and evaluate the framework’s potential in digital learning environments. Keywords: mathematical creative thinking, Newman’s Error Analysis, problem solving, relations and functions.

Page 1 of 1 | Total Record : 1

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 27, No 1 (2026): Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA Vol 21, No 2 (2020): Jurnal Pendidikan MIPA Vol 21, No 1 (2020): Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA Vol 19, No 2 (2018): Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA More Issue