Analysis of Student Errors in Solving Mathematics Problems Based on Newman Procedure and Providing Scaffolding

Abstract

This error analysis can help teachers identify errors often made by students and provide appropriate solutions to overcome these errors. By knowing and understanding the mistakes students make, ways can be found to minimize or find the right solution to reduce these mistakes. This research aims to describe how students make errors based on Newman's procedural error analysis in solving SPLDV questions and providing Scaffolding based on the cause and type of error to reduce these errors. This research is a qualitative descriptive study. The research subjects were 9 class VIII students at SMPN 15 Bandung. Three data analysis techniques are used, namely reducing data, presenting data and drawing conclusions. Triangulation techniques were used for the validity of the data. The research results show that most students who make mistakes in solving SPLDV questions are at the transformation stage, amounting to 76%. The forms of Scaffolding given are types one, two and three; the processing stage is 55%. The forms of Scaffolding provided are type two and type three; the encoding stage is 67%, and the form of Scaffolding provided was type two. Meanwhile, the Stage where students made the fewest mistakes was the reading stage at 24%; the form of Scaffolding given was type two, and the understanding stage was 40%; the Scaffolding given was type one and type two.