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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 6 Documents
 1 
Search results for "Newman" : 6 Documents clear
Analysis of Students' Errors in Solving Algebraic Story Problems Based on Newman's Procedure: A Case Study in Junior High School Saputra, Sandy; Anggraini, Anggraini; Sugita, Gandung; Idris, Mustamin
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp305-326

Abstract

This study aims to obtain a description of student errors in solving algebraic form story problems based on Newman's procedure in junior high school. This type of research is descriptive using a qualitative approach. This research uses Newman's error analysis. The subjects of this study were three students, each of whom had high mathematical ability (ST), medium mathematical ability (SS), and low mathematical ability (SR) selected from class VIII W.R Supratman based on the report card value of mathematics class VII odd semester 2023/2024. The results of this study are as follows: Students with high mathematical ability (ST) tend to make mistakes at the reading stage by not reading the problem completely, especially the symbol "Rupiah," and at the writing/notation (encoding) stage by not writing the conclusion and the symbol "Rupiah". Students with moderate mathematics ability (SS) made mistakes at the comprehension stage by not writing and mentioning the question information completely, the transformation stage by making an incorrect mathematical model, and the writing/notation (encoding) stage by not writing the "Rupiah" symbol. Students with low mathematics ability (SR) made mistakes at almost all stages: reading by not mentioning the Rupiah symbol and not reading the complete problem, comprehension by not writing and mentioning the problem information completely, transformation by making an incorrect mathematical model, process skills with calculation errors, and writing/notation (encoding) by not writing the Rupiah symbol and the correct conclusion. This research shows the importance of understanding the problem thoroughly, making the right mathematical model, and writing complete notations and conclusions in solving mathematical problems, the results of this study are expected to contribute to the improvement of the mathematics learning process, both from the teacher and student side, so as to improve students' mathematical problem solving skills, especially in the material of algebraic form story problems.       Keywords: problem solving errors, math skills, algebraic story problems, newman procedure.
Using Newman Error Analysis to Detect Students’ Error in Solving Junior High School Mathematics Problem Ahzan, Zulkaidah Nur; Simarmata, Justin Eduardo; Mone, Ferdinandus
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The existence of student errors is due to the inability of the students to receive and process the information contained in the given questions. Therefore, it is necessary to conduct an analysis to find out student errors so that the results obtained in the analysis can be used by teachers to provide appropriate assistance to students, either through methods or media in learning mathematics. This study is a qualitative descriptive study. The purpose of this study was to find out how many errors were made by the eighth-grade class of Nurul Falah MTs in solving math problems according to Newman’s theory in school year 2021/2022. So that solutions to reduce errors can be found and also to emphasize which parts require a deeper understanding in solving math problems. The results of the analysis showed that the percentage of student errors in the Reading Error (RE) phase was 13.33%, Reading Comprehension (RC) phase was 42.22%, Transformation Error (TE) phase was 28.89%, Process Skill (PS) phase was 71.11%, and the Encoding Error (EE) phase was 86.67%. From the results of the analysis, it can be seen that the most errors made by students are Encoding Error, which are 86.67%. Keywords: student error analysis, Islamic junior high school, Newman’s Theory. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp459-473
The Challenges of Junior High School Students in Solving Fraction Problems Based on Newman's Error Analysis Doni, Petrus Kanisius Nama; Prabawanto, Sufyani
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1274-1288

Abstract

This study aims to analyze the type of errors made by eighth-grade students in solving fraction problems at a public junior high school in Lembata Regency, East Nusa Tenggara. The analysis was conducted using the Newman Error Analysis (NEA). The research employed a qualitative descriptive method with nine eighth-grade students as the subjects. The instruments used included a written test consisting of 17 questions and interview guidelines based on the five stages of error identified in NEA: reading, comprehension, transformation, process skills, and encoding. The analysis revealed no errors in the reading stage, indicating that students were generally able to read and extract relevant information from the problems correctly. However, significant errors began to appear in the subsequent stages. In the comprehension stage, 16.84% of students failed to interpret the question correctly or misunderstood essential information, potentially leading to incorrect solution steps. Transformation errors occurred in 26.94% of cases, where students struggled to convert verbal information into a mathematical representation. In the process skills stage, 27.27% of students made mistakes in performing basic mathematical operations, such as fraction calculations. The highest error rate was observed in the encoding stage, where 28.96% students were unable to correctly write the final answer, even after processing the question appropriately. These findings indicate that students face difficulties not only in conceptual understanding but also in procedural fluency and mathematical expression.   Keywords: difficulty, fraction, newman error analysis, process skills, encoding. 
Mapping Critical Thinking Skills through Newman’s Error Analysis in Secondary Students’ Problem-Solving Hariri, Dewi Damayanti; Kania, Nia
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1464-1478

Abstract

Mathematics plays a crucial role in fostering students’ logical, critical, and analytical thinking skills. However, many students still face challenges in understanding and applying mathematical concepts. This study aims to map students' critical thinking skills through an analysis of student errors in solving problems involving systems of linear equations in three variables using Newman Error Analysis (NEA).  The research was conducted using a qualitative descriptive approach, supported by written tests and interviews. The research sample was 33 eleventh-grade high school students in Majalengka Regency, West Java.  The findings revealed that while no errors occurred at the reading stage, 48% of students made comprehension errors, 57% made transformation errors, 66% experienced process skill errors, and 82% committed encoding errors. The most dominant errors were encoding errors, reflecting weaknesses in the aspects of evaluating evidence and drawing conclusions. Most encoding errors were influenced by students' lack of confidence and learning motivation. These results suggest that difficulties in earlier stages of problem-solving significantly affect students’ ability to arrive at correct final answers. The study emphasizes the importance of strengthening students’ procedural fluency and supporting their cognitive processes to improve mathematical problem-solving performance.    Keywords: contextual, critical thinking skills, Newman’s error analysis, three-variable linear equation.
Newman’s Error Analysis of Trigonometry: Critical Thinking Perspective Ramadhan, Dadan; Santoso, Erik
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.pp2321-2342

Abstract

Trigonometry is a fundamental topic in secondary mathematics, yet many students still experience difficulties that lead to various errors. This study applies Newman's Error Analysis (NEA) to analyze trigonometry errors and qualitatively link each error stage to critical thinking indicators. The findings show that fewer Newman’s errors correspond to stronger critical thinking performance, as S1 made minimal errors across all stages and correctly answered nearly all items aligned with critical thinking indicators. Participants were 29 grade XII students from a senior high school in Majalengka, West Java, Indonesia, selected purposively. The study employed a descriptive, qualitative design, supported by quantitative item analysis. Critical thinking skills were assessed through five open-ended trigonometry questions, aligned with reasoning, inference, clarification, and problem-solving indicators, and validated by experts for content and construct accuracy. Semi-structured interviews involved three students representing high, medium, and low ability levels. The interviews revealed that high-achieving students mainly struggled to express conclusions, while medium- and low-achieving students had broader difficulties in applying concepts and reasoning. The most frequent errors occurred in encoding (up to 100%), followed by process skills (82.7%–96.5%), moderate transformation (≤96.5%), comprehension (34.5%–100%), and fewer reading errors (86.2%). The findings indicate that NEA is effective in diagnosing students’ specific cognitive barriers and mapping their weaknesses in critical thinking. The findings show that each of Newman’s stages corresponds to critical thinking weaknesses, with reading and comprehension exhibiting weak clarification, transformation showing weak inference, process skills demonstrating weak reasoning and logical evaluation, and encoding displaying poor evaluation and difficulty in expressing conclusions. The study concludes that mathematics instruction should focus on strengthening process skills and training students in clear mathematical communication to minimize encoding errors. It also recommends integrating visual or manipulative learning media that address these errors, as many process and encoding mistakes stem from students’ difficulty visualizing angle–side relationships in trigonometric problems. Keywords: newman’s error analysis, critical thinking, trigonometry, student errors.
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.

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