分析学生在解决虐待法典方面的错误

Wachid Nugroho
{"title":"分析学生在解决虐待法典方面的错误","authors":"Wachid Nugroho","doi":"10.35719/aritmatika.v2i1.18","DOIUrl":null,"url":null,"abstract":"This study aims to identify, explore, sort and categorize the types of student errors of class XII MATIQ As-Surkati Salatiga in solving counting rules questions on the sub-material filling slots, permutations, and combinations. The results of identification of various student errors are used to investigate and determine the factors that cause student errors so that the learning process can be improved. This study uses a descriptive research method with a qualitative approach. The research was conducted at madrasah Tahfidzul Quran As-Surkati by taking 28 students of class XII as the subject for all analysis. The data collection method used documentation study on the result of student’ written test correction on daily assessments and researcher observations as the main instrument with confirmation of the validity of the data through unstructered interviews. The stages of data analysis are as follows, 1) collecting data in the form of daily assessment results for all students, 2) correcting the work results of all students, 3) identifying the types of student work errors, and 4) grouping the types of student work errors. Researchers observed from the time the learning of the counting rules took place to daily assessments. The technique of determining the informants of the respondents who are shown the results of their work uses the criterion sampling method which aims to obtain informants (work results) that match the specified criteria (types of student errors).The results showed that the categories of student error types were misunderstanding of the concept (40%), error in interpreting questions (35%), error in procedures (20%), and error in algebraic operations (5%). Meanwhile, the factors that cause students' errors are, first, difficulty understanding the questions due to the low level of understanding of the concept and the high complexity of the material. The second cause of student error is difficulty in learning the material due to lack of focus when studying, the large amount of learning load, feeling that there is less time to study, and low learning motivation.","PeriodicalId":162484,"journal":{"name":"ARITMATIKA: Jurnal Riset Pendidikan Matematika","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Analisis Kesalahan Siswa dalam Penyelesaian Soal Kaidah Pencacahan\",\"authors\":\"Wachid Nugroho\",\"doi\":\"10.35719/aritmatika.v2i1.18\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aims to identify, explore, sort and categorize the types of student errors of class XII MATIQ As-Surkati Salatiga in solving counting rules questions on the sub-material filling slots, permutations, and combinations. The results of identification of various student errors are used to investigate and determine the factors that cause student errors so that the learning process can be improved. This study uses a descriptive research method with a qualitative approach. The research was conducted at madrasah Tahfidzul Quran As-Surkati by taking 28 students of class XII as the subject for all analysis. The data collection method used documentation study on the result of student’ written test correction on daily assessments and researcher observations as the main instrument with confirmation of the validity of the data through unstructered interviews. The stages of data analysis are as follows, 1) collecting data in the form of daily assessment results for all students, 2) correcting the work results of all students, 3) identifying the types of student work errors, and 4) grouping the types of student work errors. Researchers observed from the time the learning of the counting rules took place to daily assessments. The technique of determining the informants of the respondents who are shown the results of their work uses the criterion sampling method which aims to obtain informants (work results) that match the specified criteria (types of student errors).The results showed that the categories of student error types were misunderstanding of the concept (40%), error in interpreting questions (35%), error in procedures (20%), and error in algebraic operations (5%). Meanwhile, the factors that cause students' errors are, first, difficulty understanding the questions due to the low level of understanding of the concept and the high complexity of the material. The second cause of student error is difficulty in learning the material due to lack of focus when studying, the large amount of learning load, feeling that there is less time to study, and low learning motivation.\",\"PeriodicalId\":162484,\"journal\":{\"name\":\"ARITMATIKA: Jurnal Riset Pendidikan Matematika\",\"volume\":\"7 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ARITMATIKA: Jurnal Riset Pendidikan Matematika\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.35719/aritmatika.v2i1.18\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ARITMATIKA: Jurnal Riset Pendidikan Matematika","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.35719/aritmatika.v2i1.18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本研究旨在识别、探索、整理和分类XII MATIQ As-Surkati Salatiga班学生在解决子材料填充槽、排列和组合的计数规则问题时的错误类型。各种学生错误的识别结果用于调查和确定导致学生错误的因素,从而改进学习过程。本研究采用定性研究相结合的描述性研究方法。这项研究是在伊斯兰宗教学校Tahfidzul Quran as - surkati进行的,以12班的28名学生为对象进行所有分析。数据收集方法采用对学生日常评估笔试更正结果的文献研究和研究者观察作为主要工具,通过非结构化访谈来确认数据的有效性。数据分析的阶段如下:1)以所有学生的日常评估结果的形式收集数据,2)纠正所有学生的作业结果,3)识别学生作业错误的类型,4)对学生作业错误的类型进行分组。研究人员观察了从学习计数规则到每天评估的时间。确定显示其工作结果的受访者的举报人的技术使用标准抽样方法,旨在获得符合指定标准(学生错误类型)的举报人(工作结果)。结果显示,学生错误类型的类别为概念误解(40%)、解题错误(35%)、程序错误(20%)和代数运算错误(5%)。同时,造成学生错误的因素有:首先,由于学生对概念的理解程度较低,材料的复杂性较高,导致理解困难。学生出错的第二个原因是由于学习时注意力不集中,学习负荷大,感觉学习时间少,学习动机低而导致学习材料困难。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analisis Kesalahan Siswa dalam Penyelesaian Soal Kaidah Pencacahan
This study aims to identify, explore, sort and categorize the types of student errors of class XII MATIQ As-Surkati Salatiga in solving counting rules questions on the sub-material filling slots, permutations, and combinations. The results of identification of various student errors are used to investigate and determine the factors that cause student errors so that the learning process can be improved. This study uses a descriptive research method with a qualitative approach. The research was conducted at madrasah Tahfidzul Quran As-Surkati by taking 28 students of class XII as the subject for all analysis. The data collection method used documentation study on the result of student’ written test correction on daily assessments and researcher observations as the main instrument with confirmation of the validity of the data through unstructered interviews. The stages of data analysis are as follows, 1) collecting data in the form of daily assessment results for all students, 2) correcting the work results of all students, 3) identifying the types of student work errors, and 4) grouping the types of student work errors. Researchers observed from the time the learning of the counting rules took place to daily assessments. The technique of determining the informants of the respondents who are shown the results of their work uses the criterion sampling method which aims to obtain informants (work results) that match the specified criteria (types of student errors).The results showed that the categories of student error types were misunderstanding of the concept (40%), error in interpreting questions (35%), error in procedures (20%), and error in algebraic operations (5%). Meanwhile, the factors that cause students' errors are, first, difficulty understanding the questions due to the low level of understanding of the concept and the high complexity of the material. The second cause of student error is difficulty in learning the material due to lack of focus when studying, the large amount of learning load, feeling that there is less time to study, and low learning motivation.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信