ANALYSIS OF STUDENTS' ERROR IN WORKING ON MATHEMATICS PROBLEMS BASED ON THE CIRCULAR MATERIAL BASED ON KASTOLAN THEORY

Prima: Jurnal Pendidikan Matematika Pub Date : 2024-01-31 DOI:10.31000/prima.v8i1.9296

Sri Lestari Rahayu, Budi Murtiyasa

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Abstract

The purpose of this study is to describe the types of student errors in solving HOTS-based circle questions based on kastolan theory, then it will also be explored regarding the factors that cause errors, and the percentage of student errors when solving problems. The method that will be used is descriptive qualitative. The instruments in this study consisted of written tests, interviews, and documentation. Data analysis techniques include data reduction, presenting data, and drawing conclusions. The subjects in this study were 13 students from class VIII A of SMP Negeri 4 Randublatung in semester 2 of the 2022/2023 academic year. Then interviews will be conducted by taking 3 samples of student answers grouped based on types of conceptual, procedural, and technical errors. The results showed that the most dominant errors occurred in technical errors where errors were made in the counting process with a percentage of 69.23%. Student procedural errors were made due to the incompatibility of the steps in solving the questions which resulted in wrong answers, with a percentage of 53.84%. Students' conceptual errors were made because students misinterpreted concepts and incorrectly determined the problem solving formula, with a percentage of 46.15%. Factors that cause students to make mistakes in solving HOTS-based questions are: students are not careful in the process of calculating ranks, use formulas that do not meet the prerequisites of the formula, and incompatibility of steps in solving problems.Keywords: Error Analysis, Cricles, HOTS Type Questions, Kastolan Theory

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基于卡斯托兰理论的循环教材中学生做数学题的错误分析

本研究的目的是根据卡斯托兰理论，描述学生在解决基于 HOTS 的圆圈问题时的错误类型，然后还将探讨导致错误的因素以及学生在解决问题时的错误比例。本研究将采用描述性定性方法。本研究的工具包括书面测试、访谈和文档。数据分析技术包括数据还原、数据展示和得出结论。本研究的受试者是来自SMP Negeri 4 Randublatung学校八年级A班（2022/2023学年第二学期）的13名学生。然后，根据概念性错误、程序性错误和技术性错误的类型，抽取3个学生答案样本进行访谈。结果表明，最主要的错误发生在技术性错误中，错误发生在计数过程中，比例为 69.23%。学生的程序性错误是由于解题步骤不一致而导致答案错误，所占比例为 53.84%。学生概念性错误是因为学生曲解了概念，错误地确定了解题公式，所占比例为 46.15%。导致学生在解答基于HOTS的试题时出现错误的因素主要有：学生在计算等级的过程中不细心、使用的公式不符合公式的前提条件、解题步骤不协调等：错误分析、Cricles、HOTS 型问题、Kastolan 理论

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Prima: Jurnal Pendidikan Matematika

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