{"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. 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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。
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.