ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA BERDASARKAN TAHAPAN NEWMAN: SISTEMATIC LITERATUR REVIEW

Differences in stress levels between junior high school students and college students during online learning

This study aims to analyze the impact of the application of Problem Based Learning (PBL) on improving the mathematical competence of elementary, junior high and high school students. The method used is a Systematic Literature Review (SLR). The sample consisted of 117 experimental research results on the effect of PBL on improving mathematical understanding, problem-solving, creative thinking skills, or mathematical literacy. The research was conducted in all related classes. Samples were taken from indexed journals published in the 2010-2020 period. The key question of this research is how to describe the effect of PBL on students’ mathematical competence, in terms of year of study, study level, duration of experiment, and sample size. Through SLR method it was found that there was an increase in the number of studies over ten years. Based on the study level research on junior high school students was more dominant, based on the duration of experiment, more research was conducted in junior high schools, and based on the sample size research was mostly conducted in classes with 30 or more subjects.

This research was aimed to analyze student's errors on triangular and quadrilateral material in terms of problem-solving ability. This research was motivated by the low problem-solving ability and errors often made by students during the mathematics learning. The research approach was descriptive-qualitative that was done by analyzing the students' difficulty in solving description problems. The techniques of data collection were observation, learning outcomes tests, and interviews. The data were analyzed qualitatively based on Newman Error Analysis. Based on the results of the research, it was found that students' reading errors were in the high, medium, and low categories. Students' comprehension errors were in the medium and low categories, students' transformation errors were in the high, medium, and low categories, students' process skills errors were in the high, low, and medium categories and students writing errors (encoding error) were in the high, medium, and low categories.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

Background of this research is many student errors at solving linear equation systems with two variables problems. The research aim is to know the kinds and level of errors at solving linear equation systems with two variables problems. This research is descriptive quantitative. The subject of this study is 30 students grade 7 from one of junior high school at Mataram, West Nusa Tenggara. A data collection done by tested and interviewed. The error of the problem solving that could analyze were a reading error, comprehension, transformation, process skills and encoding. Result of the research indicate that percentage of reading error was 17.78% (too low category), comprehension error was 55.56% (middle category), transformation error was 18.52% (too low category), process skills error was 36.67% (low category) and encoding error was 83.70% (too high category).

This study aims to find out what errors were made by Class VIII Junior High School students in story problem solving vibration, wave, and sound based on Newman's Error Analysis (NEA). And find out what factors are the cause of the error. This research is a qualitative research with a descriptive aroach. The data collection technique used is by using written tests, interviews, observations, and documentation. Then analyze the data using data reduction, data presentation, and verification. The results of this study indicated that Newman's Error Analysis can find out what mistakes were made by students and how these errors could occur. As for question number one, the percentage of reading errors is 0%, comprehension error is 14.28%, transformation error is 28.57%, process skills error is 19.04%, and encoding error is 0%. For question number two, the percentage of reading errors is 0%, comprehension error is 14.28%, transformation error is 19.04%, process skills error is 28.57%, and encoding error is 0%. Question number three type of reading error is 4.76%, comprehension error is 23.80%, transformation error is 9.52%, process skills error is 23.80%, and encoding error is 0%. Question number four reading error 0%, comprehension error 33.33% transformation error 19.04%, process skills error and encoding error is 0%. Question number five obtained 0% reading error, 33.33% comprehension error, 4.76% transformation and process skills, and 0% encoding error. This study concludes that many students experience errors because students don't understand the concept of the problem and are less thorough in working on the problem. From this it could be used as an evaluation for both students and teachers to be improving the learning process to make it more effective.

Errors often occurred when students solve mathematical problems solving, exceedingly when students are faced with contextual story problems. Newman's procedural error analysis classified errors in solved story problems into five categories: reading errors, encoding errors, transformation errors, comprehension errors, and processing skill errors. There were several factors on errors worked by students when solving problems, such as student interest in learning and gender differences. This study aims to describe the problem-solving errors of students, both men, and women, who have high, medium, and low interest in learning to solve story problems on SPLTV material. According to the Newman’s procedure. The research type is a qualitative approach with descriptive. And the research subjects were obtained by using a purposive sampling technique. The results of this study include 1) Students of high interest in learning and are making Encoding Errors, and Processing Skill Errors, while students with low interest in learning make Processing Skill Errors, Transformation Errors, and Encoding Errors. 2) Students with a great interest in learning and making encoding errors and processing skills errors. Students with low interest made Comprehension Errors, Encoding Errors, Processing Skill errors, and Transformation Errors.

Relationship between retinal artery trajectory and axial length in Japanese school students.

目的探究不同学段学生在有无非自杀性自伤（non-suicidal self-injury, NSSI）行为的积极心理资源方面的差异。方法2023年9–10月，收集四川省成都市56870名9至18岁学生测评数据。利用R软件程序包评估网络结构和症状中心性，对比不同学段有无NSSI行为学生网络全局强度和结构差异。结果中小学生NSSI发生率为12.21%，初中最高（14.22%），高中次之（13.66%），小学最低（10.17%）。小学网络结构中无论有无NSSI行为，网络强度最强均为主观支持，接近中心性最强均为家庭功能；初中无NSSI行为学生网络强度最强为主观支持，有NSSI行为学生为自尊水平，接近中心性最强均为主观支持；高中有无NSSI行为学生网络强度最强均为自尊水平，高中无NSSI行为学生接近中心性最强为主观支持，有NSSI行为学生为表达抑制。小学边权重差异较大为家庭功能-自尊（E=0.093）、家庭功能-客观支持（E=0.087），初中差异较大为客观支持-主观支持（E=0.131）、家庭功能-冲动控制（E=0.109），高中差异较大为冲动控制-家庭功能（E=0.133）、主观支持-支持利用度（E=0.130）（P<0.05）。结论小学家庭过度介入和高中表达抑制可能是NSSI行为重要影响因素，缺少社会支持对初高中学生影响程度更高，主观支持、客观支持和对支持利用度联系强度是重要指标。

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

One of the factors that students perform errors in solving mathematic problem is student’s intelligence. Gardner mentioned there are eight types of multiple intelligences, there are linguistic, logical mathematical, kinesthetic, musical, spatial, interpersonal, intrapersonal and naturalistic. Student’s error can be analyzed using Newman’s error analysis which contains five types of errors, there are reading error, comprehension error, transformation error, process skill error, and encoding error. This research is descriptive qualitative research which aims to describe the types of student’s error in solving definite integral based on multiple intelligences. The subjects of this research are three grade XII senior high school students in Sidoarjo whom have intelligences related to mathematic, there are logical mathematical intelligence, linguistic intelligence and spatial intelligence. Data was collected by giving multiple intelligences test, definite integral problems and interview. Data analysis technique are data reduction, data presentation and data verification. The result of this research showed that: (1) students with logical mathematical intelligence perform transformation error, process skill error and kesalahan encoding error; (2) students with linguistic intelligence perform reading error, comprehension error, transformation error, process skill error and encoding error; (3) students with spatial intelligence perform reading error, transformation error and encoding error.

Problem-solving is an important ability that everyone must have. Especially the ability to solve problems related to everyday life. Contextual problems can train students to solve problems in the real world or everyday life using the knowledge they have. This study is a descriptive qualitative. The research subjects were 20 seventh grade students of Junior High School 16 Surakarta. This study aims to analyze and describe students’ mathematical problem-solving abilities about contextual problems of algebraic. Analysis of mathematical problem-solving abilities in this study used Newman’s theory. Newman procedure includes reading errors, comprehension errors, transformation errors, process skills errors, and encoding errors. The data were taken using test and interview methods. Test of problem-solving abilities in the form of contextual questions regarding algebraic. The results showed students’ success in reading errors was enough (42.78%), students’ success in comprehension errors was low (21.11%), students’ success in transformation errors was low (6.67%), students’ success in process skills errors was low (38.33%), and students’ success in encoding errors was low (25.56%). Most students made transformation errors because they could not write mathematical models correctly from the contextual problems given.

This study use a quantitative design, causal comparative aimed to compare the pronunciation errors between Junior High School students and Senior High School students. As well as determine whether the early adolescence learners (junior high school students) has the ability of pronunciation better than mid adolescence learners (senior high school students), or otherwise. The study was conducted at VII A class of SMPN 1 Gresik and X MIPA 7 class of SMAN 1 Gresik. Students of VII A class amounted to about 29 students and students of X MIPA 7 class amounted to about 29 students. The data in this study were collected through a test pronunciation by reading aloud. That includes two descriptive text in the text there are 25 words that contain vowel sounds in English. The research found few differences in the number of errors of pronunciation of each student in VII A class of SMPN 1 Gresik and X MIPA 7 class of SMAN 1 Gresik. Junior High School students tend to be more wrong in the pronunciation of a word and Senior High School students tend to be a little wrong in the pronunciation of words containing the vowel sounds. It also specifies that the pronunciation of Senior High School students better than Junior High School students. Pronunciation errors in students occurs because the students do not know and do not mastered so much about vowel sounds. Particularly in the vowel sounds /Ʌ/, /ei/, /u:/, /ᴐi/, /I/, /ᴐ/, /eƏ/ and /Ə/. So, the students can not pronounce the word correctly and the students can not divided which the word must be pronounced with short vowel sounds and long vowel sounds. For future teachers should be more to teach and train students about vowel sounds in English and also improving students' pronunciation is still a lot of mistakes, especially in the vowel /Ʌ/, /ei/, /u:/, /ᴐi/, /I/, /ᴐ/, /eƏ/ and /Ə/. Students also must to improve their pronunciation errors. To correct pronunciation and train them to be better, students can practice using dictionaries, see the video on the internet about way correct pronunciation, or can also learn about some vowel sounds on the internet. While for the next researchers who will conduct the same study, expected to be using sample more, such as in a College Student so not only at Junior and Senior High School Students. It is also hoped that further research not only examines the vowel sound but also consonant.

Mathematics is a subject that has been taught since elementary school with the aim of training students to think critically, logically, systematically, and solve problems. In fact, many students experience difficulties in learning mathematics, especially in fractional material This study aims to identify mistakes made by elementary school students in solving fractional problems using Newman's Error Analysis (NEA). Through a descriptive qualitative approach, this study analyzes the results of student work on fractional questions based on five stages of NEA: reading error, comprehension error, transformation error, process skills error, and encoding error). Data was collected through written tests and interviews, involving students from UPI Laboratory Elementary School, Pelita Bangsa Elementary School, and SDN 272 Sukasari. Student errors are then grouped by NEA stages to identify the most mistakes made by students. The results of the study showed that students made mistakes at all stages of the NEA. The most common mistakes experienced by students are at the comprehension error and process skill error stages. There are still many students who are not able to represent fractions with pictures and students also still make many mistakes in the fraction operation process. Based on the results of the research, it was concluded that students still had difficulties in fractional material by seeing the mistakes made by students when working on fractional problems. It is necessary to improve students' conceptual understanding and procedural skills in fractional materials.

Daily problems are often expressed in the form of math story problems. However, mathematics is often seen as scary because it is difficult to learn, causing errors in doing math story problems. The aims of this study is analyses the types of problem-solving errors in solving math story problems and analyses the factors that cause problem solving errors in solving math story problems. This research is a type of qualitative research with a case study approach. The subjects in this study were elementary school students in grade 5 with the object of research being student errors in answering math story questions. Data collection techniques using question answer sheets and interviews. The data analysis technique uses Miles and Huberman interactive data analysis techniques. The results showed that reading errors were 39%, comprehension errors were 81%, transformation errors were 88%, process skill errors as much as 90%, and writing errors in the final answer (encoding errors) as much as 90%. Cognitive factors that cause problem solving errors in math story problems are: memory weakness; the weakness of understanding; and weak analysis. The non-cognitive factors that cause problem-solving errors in math story problems are how students learn and how to teach teachers. Based on the results of the study, teachers need to improve students' abilities to reduce process skill errors and writing errors in the final answer.