Error analysis of undergraduate students in solving problems on ring theory

Abstract

This study aimed to describe the types of error of undergraduate students in solving problems on ring theory. It involved 46 undergraduate students of Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University academic year of 2018/2019. The research type used in this study was qualitative with a case study design. Data was gathered through tests and interviews. Validity tests of the data were a triangulation of methods and using reference materials. The subjects were chosen by purposive sampling technique. Consequently, three students selected to be interviewed. Errors found in this study included translation error, concept error, strategy error, and an encoding error. On translation errors, students could not understand the definition of the set and operations used in the questions. While concept and strategy errors were due to student’s inability to understand and use mathematical definitions, such as the definitions of group, monoid, ring, and commutative ring. Students were unable to write mathematical definitions in the form of standard mathematical symbols, which indicated they did not understand them well. On encoding errors, students only focused on the final answers or conclusions without having proper reasons.