Abstract
Trends in International Mathematics and Science Study (TIMSS) study and the Program for International Student Assessment (PISA) is one of the principles in curriculum development in Indonesia. Judging from the results of the PISA study, the achievements obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory. The low achievement is inseparable from the learning process in schools, one of which students are not accustomed to solving questions with characteristics such as the PISA context. In addition, the way students absorb information also determines how learning achievements will be obtained by students. The way students learn is often referred to as a learning style. This indicates that the mathematics literacy of junior high school students in Indonesia is so weak that they still have difficulty in solving PISA questions. As a result, many mistakes were made by junior high school students when faced with PISA questions. The purpose of this study was to describe the errors of students with visual, auditory, and kinesthetic learning styles in solving space and shape content PISA questions. Students' errors were analyzed from the adaptation of Newman's error analysis model namely comprehension, transformation, proccess skills, and encoding. This type of research is qualitative descriptive. Data collection techniques that be used are tests and interviews. The results showed that students with visual learning styles tend to make mistakes in the transformation step. Whereas students with auditory learning styles tend to make mistakes in understanding and transformation steps, and students with kinesthetic learning styles make mistakes in the steps of understanding, transformation, and process skills. This shows that students who have kinesthetic learning styles do not have a tendency in one type of error. Keywords: Error analysis, PISA, VAK Learning Style
Highlights
Learning in the 21st century has a principle that must be student-centered, collaborative, contextual, and integrated with the community
Judging from the results of the Program for International Student Assessment (PISA) study, the achievements obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory
It can be seen from the PISA results of students' mathematical literacy as of 2000 placing Indonesia at position 39 of 41 countries with a value of 367, in 2003 in the position of 38 out of 40 countries with a value of 360, in position 50 in 57 countries with a value of 391, 2009 at 61st position from 65 countries with a value of 371, in 2012 at 64th position from 65 countries with a value of 375
Summary
Learning in the 21st century has a principle that must be student-centered, collaborative, contextual, and integrated with the community. Judging from the results of the PISA study, the achievements obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory It can be seen from the PISA results of students' mathematical literacy as of 2000 placing Indonesia at position 39 of 41 countries with a value of 367, in 2003 in the position of 38 out of 40 countries with a value of 360, in position 50 in 57 countries with a value of 391, 2009 at 61st position from 65 countries with a value of 371, in 2012 at 64th position from 65 countries with a value of 375. Each student has different ways of absorbing / receiving information that is conveyed by the teacher This causes the learning outcomes and achievements of each student to be different. The research was taken in 8th grade of SMP Labscool UNESA Surabaya, in the even semester of 2018/2019
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