ANALYSIS OF STUDENT DIFFICULTIES IN SOLVING QUESTIONS UNDERSTANDING MATHEMATICS CONCEPTS IN GEOMETRY MATERIALS

This study aims to analyze students' misconceptions in solving problems related to the concepts of supremum and infimum in Real Analysis courses. These concepts are fundamental in mathematics, yet many students struggle to understand and apply them correctly. Using a qualitative approach and Newman’s Error Analysis theory, this research identifies the stages of errors made by 8 Mathematics Education students at Universitas Negeri Medan through a written test consisting of three problems. Data were descriptively analyzed based on Newman’s five error stages: reading error, comprehension error, transformation error, process skill error, and encoding error. The results reveal that the most dominant errors occur at the comprehension stage, where students frequently confuse supremum/infimum with maximum/minimum values. Transformation and process skill errors were also significant, particularly in problem modeling and computational operations, while encoding errors reflected inaccuracies in presenting final answers. These findings highlight the need for teaching strategies that emphasize conceptual understanding, in-depth discussions, and visualization tools. Adaptive scaffolding and intensive practice are recommended to address student misconceptions. This study contributes to the development of more effective Real Analysis teaching methods and opens opportunities for further error-diagnosis-based research. ABSTRAKPenelitian ini bertujuan untuk menganalisis miskonsepsi mahasiswa dalam menyelesaikan soal-soal terkait konsep supremum dan infimum pada mata kuliah Analisis Real. Konsep ini merupakan fondasi penting dalam matematika, namun banyak mahasiswa mengalami kesulitan dalam memahami dan menerapkannya secara tepat. Studi kualitatif ini menggunakan teori Analisis Kesalahan Newman untuk mengidentifikasi tahapan kesalahan yang dilakukan oleh 8 mahasiswa Program Studi Pendidikan Matematika Universitas Negeri Medan melalui tes tertulis yang mencakup tiga soal. Data dianalisis secara deskriptif berdasarkan lima tahapan kesalahan Newman, yaitu reading error, comprehension error, transformation error, process skill error, dan encoding error. Hasil penelitian menunjukkan bahwa kesalahan paling dominan terjadi pada tahap pemahaman (comprehension error), di mana mahasiswa sering keliru membedakan supremum/infimum dengan nilai maksimum/minimum. Kesalahan transformasi (transformation error) dan proses penyelesaian (process skill error) juga signifikan, terutama dalam memodelkan soal dan melakukan operasi perhitungan, sementara kesalahan pengkodean (encoding error) mencerminkan ketidaktepatan dalam menyajikan jawaban akhir. Temuan ini mengindikasikan perlunya pendekatan pembelajaran yang menekankan pemahaman konseptual, diskusi mendalam, dan penggunaan alat visualisasi. Strategi seperti scaffolding adaptif dan latihan intensif direkomendasikan untuk memperbaiki miskonsepsi mahasiswa. Penelitian ini memberikan kontribusi bagi pengembangan metode pembelajaran Analisis Real yang lebih efektif serta membuka peluang penelitian lanjutan berbasis diagnosis kesalahan.

This research was conducted to analyze students' errors in solving multiplication operations in terms of understanding students' mathematical concepts. The subjects of this study were 57 students from two elementary schools in Kupang Regency, East Nusa Tenggara, Indonesia who had previously studied multiplication concepts and operations. This research method is descriptive quantitative with error analysis using Newman's Error Analysis (NEA). The conclusion of this study is that students' mathematical concept understanding, who the subject of this study is still relatively low with a percentage of 24.2%. The percentage of students' mathematical concept understanding is still in the low category for the first and third indicators, and moderate for the second insdicator. So that the number of errors found in student answers to questions containing the first and second indicators is in the high category, while the second indicator is in the medium category. The mistakes made by students in this study were reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The mistakes made by students in solving questions of multiplication operations were caused by their low ability to understand the concept of multiplication. Keywords: error analysis, mathematical concept understanding, multiplication, elementary school

This study aims to describe the kinds of the students’ errors and the factors causing the errors in answering math tests of geometry subject based on Newman procedures. The study used descriptive qualitative method. The research findings showed that the percentages of the students’ errors in answering math test of flat side space shape based on Newman procedures were: (a) the percentage of the students’ reading error was 17%, (b) the percentage of the students’ conceptual understanding error was 74%, (c) the percentage of the students’ transformation error was 83%, (d) percentage of the students’ process skill error was 87%, and (e) the percentage of the students’ errors in answer writing was 100%. The total percentage of the students’ errors was 72%. The factors that caused the students’ errors were that the students were not fluent in reading the tests and the students were lack of knowledge about signs in mathematic tests; the students did not have ability in writing what they knew and what was being asked in the tests correctly; the students did not master the subject of flat side space shape; the students were lack of practice in doing the exercises; the students only did the tests randomly; the students did not like math lesson; the students did not understand the method used in answering the tests correctly; the students did not understand the formula used; and the students were in hurry in doing the test.

: The aim of this research was to identify the types of students error at 9 th grade of SMPN 1 Paguyangan in solving similarity by using Newman’s error analysis procedure from spatial ability. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types students with low spatial ability error in solving based on Newman’s error analysis procedure were: reading error, comprehension error, transformation error, process skill error, and encoding errors. The types students with medium spatial ability error in solving based on Newman’s error analysis procedure were: transformation error, process skill error, and encoding error. The types students with high spatial ability error in solving based on Newman’s error analysis procedure were : transformation error. Keywords : types of error, Newman procedure, spatial ability.

The background of this research is that there are still many prospective teacher students who still experience difficulties in solving addition and multiplication rules in combinatorics. This research is a qualitative descriptive research that aims to find out the mistakes of prospective teacher students in solving addition and multiplication rules in combinatorics based on adversity quitient. The research subjects were student teacher candidates in the 3rd semester of Mathematics Education, Faculty of Teaching and Education, Sriwijaya University. There are stages for this research including 1) preparation stage, 2) implementation stage, 3) final stage. Data collection was in the form of questionnaires and written tests. The results of the study were that student teacher candidates who had a Quitter type adversity quotient had 0 student teacher candidates with a percentage of 0%, Camper type adversity quotient had 58 student teacher candidates with a percentage of 82.86%, Climber type adversity quotient had 12 student teacher candidates with a percentage of 17 .14%. As well as prospective teacher students in the Adversity quotient category of the Climber type, they made 4 mistakes according to Newman's procedure, namely Comprehension Error, Transformation Error, Process Skill Error and Encoding Error. Student teacher candidates in the adversity quotient category of Camperr type made 5 mistakes according to Newman's procedure, namely Reading Errors, Comprehension Errors, Transformation Errors, Process Skill Errors and Encoding Errors.

Abstrak: Penelitian ini bertujuan untuk mengetahui kesalahan yang dilakukan oleh siswa kelas X MA Syaikh Zainuddin NW Anjani dalam menyelesaikan soal matematika tipe HOTS berdasarkan prosedur Newman. Kemampuan siswa dalam menyelesaikan soal-soal HOTS matematika masih tergolong rendah. Prosedur Newman merupakan tahapan untuk memahami dan menganalisis bagaimana siswa menjawab sebuah permasalahan yang ada pada soal. Hal ini terbukti oleh hasil PISA tahun 2018 terlihat bahwa nilai rata-rata kemampuan matematika peserta didik di Indonesia dibawah standar internasional sebesar 379. Hasilnya menempatkan Indonesia urutan ke 73 untuk matematika (OECD, 2019). Metode penelitian yang digunakan adala pendekatan kualitatif deksiptif dengan metode pengumpulan data tes tertulis dan wawancara. Penelitian dilakukan pada peserta didik kelas X program IPA putri MA Syaikh Zainuddin (MAPK) NW Anjani semester ganjil tahun ajaran 2023/2024. Penelitian menunjukkan kesalahan yang dilakukan siswa yaitu kesalahan memahami masalah (comprehension errors), kesalahan dalam transformasi (transformation errors), kesalahan keterampilan proses (process skills errors), dan kesalahan penulisan jawaban akhir (endcoding errors). Peneliti juga memberikan saran bagi guru dan siswa agar terus belajar dan berinovasi dalam belajar dan mengerjakan soal HOTS serta pada peneliti selanjutanya untuk terus mengembangkan penelitian terhada keslahan siswa agar keslahan tersebut dapat diatasi atau mendapatkan solusi. Abstract: This research aims to determine the errors made by students of class X MA Syaikh Zainuddin NW Anjani in solving HOTS type mathematics questions based on the Newman procedure. Students' ability to solve HOTS mathematics problems is still considered low. The Newman procedure is a step to understand and analyze how students answer a problem in a question. This is evidenced by the results of the PISA 2018, which showed that the average mathematics ability of students in Indonesia is below the international standard of 379. The result placed Indonesia 73rd for mathematics (OECD, 2019). The research method used is a descriptive qualitative approach with a written test and interview data collection method. The research was conducted on female students of class X IPA program of MA Syaikh Zainuddin (MAPK) NW Anjani in the odd semester of the 2023/2024 academic year.The results of the study showed that the errors made by students were errors in understanding the problem (comprehension errors), errors in transformation (transformation errors), errors in process skills (process skills errors), and errors in writing the final answer (endcoding errors). The researcher also provides suggestions for teachers and students to continue learning and innovating in learning and completing HOTS questions, as well as for future researchers to continue developing research on student errors so that these errors can be overcome or get solutions.influence, but in further research it is expected to examine more deeply using different variables.

This research aims to analyze student’s error types in solving linear programming problems based on Newman’s error analysis viewed from Adversity Quotient (AQ). This research approach is qualitative descriptive. Subjects in this research are 6 students in class X TKR 3 of SMKN 2 Jember. There are 2 climber students, 2 camper students, and 2 quitter students. Instruments that were used in this research to collect the data are ARP questionnaire, linear programming problem, interview guide, and validation sheets. Based on the result of this research, the climber students are able to do comprehension error, process skill error, and encoding error. The camper students are able to do comprehension error, transformation error, process skill error, and encoding error. The quitter students are able to do reading error, comprehension error, transformation error, process skill error, and encoding error.

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.

Geometry is one of the mathematical sciences that study point, line, 2D shapes, 3D shapes, and their properties and parts. It shows that how important geometry to be learnt by students. But in reality, students consider geometry to be the most difficult material to understand in mathematics subject because geometric objects are abstract. This research method is a descriptive study, with the aim of the study is to find out the number of percentage and the level of students’ mistakes using Newman's Error Analysis on mathematical communication ability in three-dimensional shapes of geometry: cube and cuboid. The subjects used in this study were students of Pre University students (class entry 2018) in STKIP Surya as many as 9 students coming from Lani Jaya Regency, Papua Province. The instrument used was type description items, as many as 5 numbers about mathematical communication ability. In giving a score in student work, researcher focus on the results of student answers that are wrong (error), 1 score for a wrong answer and 0 for a right. The analysis of the errors uses five errors according to Newman's Error Analysis, namely (1) reading error; (2) comprehension error; (3) transformation error; (4) process skill errors; and (5) encoding error. Here are the results that have been obtained based on five proficiency level errors, namely reading errors with a percentage of 37.78%, comprehension error with a percentage of 86.67%, transformation error with a percentage of 82.22%, process skill error with a percentage of 71.11 %, and encod- ing error with a percentage of 80%. Based on the results obtained in this study, the researchers conclude that the large percentage of errors made by Pre University students in STKIP Surya Tangerang at the stage of comprehension error, transformation error, and encoding are categorized very high, then at the stage of process skills error can be categorized high, while at the reading error stage can be categorized low.

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 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.

This research aims to: 1) analyze the types of errors made in solving mathematical problems (MP) based on Newman's procedures by students taught through problem-based learning (PBL); 2) to find the cause of errors in completing the MP based on the Newman procedure after PBL implementation. The subjects in this study were students of class VII Middle Secondary School (MSS) MTsN 3 Aceh Tamiang. Subjects for the purpose of in-depth interviews consisted of six students from different mathematical ability: two students with high ability, two students with moderate ability, and two students with low ability. The object in this study is the completion error in the MPS of students who learning mathematics through PBL on the subject of 'algebraic form'. Based on the results of data analysis, the percentage of students' errors in completing MP was: (1) reading error: 10%; comprehension error: 23.33%; transformation error: 36.67%; process skill error: 43.33%; encoding error: 73.33%; (2) Specific types of failure made by students in solving math problems happened in: (1) changing questions into their own language, (2) representing problems in the form of mathematical equations, (3) doing calculations, (4) manipulating algebra problems, and (5) interpreting the solution of the problem.

The main purpose of this study is to describe the errors and causes of student errors in solving math story problems with a two-variable linear equation system based on the Newman procedure. This type of research is a descriptive study with a qualitative approach which was carried out at SMP Negeri 3 Salomekko. The subjects of this study consisted of 3 people who were taken each 1 student with low ability, medium ability and high ability. Data collection techniques used test and interview methods, and instrument validation was carried out with 2 expert validation stages. Technical data analysis using descriptive analysis and qualitative data analysis starting from data reduction, data presentation and drawing conclusions. From the results of the study, it was concluded that high-ability subjects made misunderstandings and errors in writing the final answer. Subjects who are capable of making transformation errors, process skill errors and writing errors in the final answer. Low-ability subjects made reading errors, understanding errors, transformation errors, process skills errors and writing errors in the final answer. The causes of student errors are 1) reading errors are caused by haste and confusion in interpreting the meaning of the word. 2) misunderstandings are caused by lack of knowledge in interpreting the meaning of words and forgetting. 3) the transformation error is caused by not understanding the problem and being confused about working on the problem. 4) process skill errors are caused by lack of thoroughness and haste. 5) the error in writing the final answer is caused by lack of thoroughness, haste, and did not find the final result. Keyword: Student errors, Solving math story problems, Newman procedure

This study used a qualitative approach and the type of research conducted is descriptive. Taking the subjects of this study were 33 students of class IX SMP Negeri 16 Bandung academic year 2017/2018. Based on the results of data analysis shows that no students can answer correctly all the questions that have been given. Based on data analysis, it can be concluded that reading error 13.0%, comprehension 3.7%, transformation 12.2%, skill 9.7%, writing final answer 16.3% and carelessness 7.7%, errors done by students include: Newman's procedure is reading errors, comprehension errors, transformation errors, process skills errors, and errors in encoding errors and careless errors. The cause factor is not able to compose the meaning of the word thought into the form of a sentence matamatika, not understand the questions asked, less thorough, less able to capture information problems contained in the problem, forgot, lack of practice working on various story form problems.

Mathematical learning is based on the context of everyday life and is reflected in the evaluation questions given to students. One type of question that is proper for the teacher to use is a word problem. Word problems are more difficult than other models. This type does not present problems with mathematical models directly but with narrative stories that students should understand first. This research was phenomenological research that aimed to find out what difficulties were experienced by students in solving mathematical problems presented narratively. The participants of this study were 121 fifth grade students from five elementary schools in the Special Region of Yogyakarta, Indonesia. Student errors were analyzed using the Newman Analysis Method. The Newman Analysis Method grouped students' mistakes into five categories: reading errors, comprehension errors, transformation errors, process skills, and encoding errors. The results of this study indicate that students have comprehension errors were 44.04%, transformation errors were 40.22%, process skills errors were 57.44%, and encoding errors were 57, 44%. Most errors are in problem number three with the type of reading errors. One of the reasons is the ability of students who are still lacking to understand can cause problems at a later stage.