Abstract
This study aims to describe the mistakes of class XI students of SMA Negeri 4 Palangka Raya in solving the limit problem of algebraic functions and their causative factors. This research is a descriptive study with a qualitative approach. Data collection techniques are tests and interviews. The research instrument was a question sheet and interview guidelines. The questions used are in the form of a description consisting of 5 questions. Before being used, the questions were reviewed by 3 raters, namely 2 mathematics education lecturers and 1 mathematics teacher. From the results of the study it was concluded that all questions could be used. Checking the validity of the data was carried out by observing persistence and triangulation of sources. Then the collected data were analyzed using data analysis techniques proposed by Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.
 The results showed that the errors made by students on the limit of algebraic functions were: (1) Conceptual errors: (a) errors in understanding the concept of limits which consist of formulas, theorems and definitions of limits. (b) the use of formulas, theorems and definitions of limits that are inconsistent with the conditions for the application of the formula; 2) Procedural errors: (a) errors in calculations, (b) inability to write work steps regularly. (c) errors in applying rules, principles or formulas. (d) the inability of students to manipulate algebraic forms based on applicable properties or principles. As for the factors causing students in this study in terms of internal factors of students.
Highlights
Namely 2 mathematics education lecturers and 1 mathematics teacher
The collected data were analyzed using data analysis techniques proposed by Miles and Huberman, namely data reduction, data presentation, and drawing conclusions
The results showed that the errors made by students on the limit of algebraic functions were: (1) Conceptual errors: (a) errors in understanding the concept of limits which consist of formulas, theorems and definitions of limits. (b) the use of formulas, theorems and definitions of limits that are inconsistent with the conditions for the application of the formula; 2) Procedural errors: (a) errors in calculations, (b) inability to write work steps regularly. (c) errors in applying rules, principles or formulas. (d) the inability of students to manipulate algebraic forms based on applicable properties or principles
Summary
1. Soal Nomor 1 Pada tabel 6 diketahui soal nomor 1 sebanyak 3 siswa (8,82%) yang tidak melakukan kesalahan dan 31 siswa (91,17%) melakukan kesalahan. Dan 19 siswa (61,29%) melakukan kesalahan prosedural yaitu ketidakmampuan menulis langkah-langkah kerja dengan teratur, kesalahan dalam menerapkan aturan, prinsip, atau rumus. 2. Soal Nomor 2 Pada table 9 diketahui soal nomor 2 sebanyak 3 siswa (8,82%) yang tidak melakukan kesalahan dan 31 siswa (91,17%) melakukan kesalahan. Dari kesalahan yang dilakukan 30 siswa (96,77%) melakukan kesalahan konseptual yaitu kesalahan dalam memahami konsep limit yang terdiri dari rumus, teorema dan definisi limit. Dan 21 siswa (67,74%) melakukan kesalahan prosedural yaitu kesalahan dalam perhitungan, ketidakmampuan menulis langkah-langkah kerja dengan teratur, kesalahan dalam menerapkan aturan,prinsip, atau rumus
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
