Abstract
The research aims to analyze students' mistakes in solving straight-line equations and then find the learning barriers experienced during distance learning conducted in the 8th grade of a superior private junior high school in Surakarta City. The research uses qualitative descriptive design with assistive instruments in the form of three straight-line equations material test questions and interview guidelines. Triangulation used is a triangulation method and analysis data is done with the stages of data collection, data reduction, data categorization, presentation and withdrawal of conclusions. Referring to the Newman Error Analysis theory, it is identified that all five types of errors are made by students in solving straight-line equations. The five types of errors are reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. Student errors that appear to indicate obstacles in learning. The rights that arise are the ownership of mobile phones and unstable internet networks, minimal learning supervision, and the availability of fewer learning resources. The results of this study can be used as a basis for developing a learning medium that can be used and supporting online teaching.
Highlights
The enactment of Community Health Restrictions (PPKM) is the Indonesian government's policy to reduce people's mobility in the second wave of covid-19 attacks
There are two ways to triangulate the methods in this study: first, comparing the data obtained from one subject to the answer to each problem and second, comparing the data obtained from each subject
The findings in this study suggest that all types of errors can be detected
Summary
The enactment of Community Health Restrictions (PPKM) is the Indonesian government's policy to reduce people's mobility in the second wave of covid-19 attacks. Research and Technology had planned to carry out face-to-face learning in June 2020 with limited capacity. Since the emergence of delta variants in Indonesia that caused the number of positively confirmed communities to significantly increase the face-to-face learning plan was eliminated. Distance learning has been carried out over three semesters since March 2020 (Hendriyanto et al, 2021a). Distance learning can be implemented well and effectively. Some research reveals that learning in the third semester since the beginning of the pandemic has not been effective (Hendriyanto et al, 2021b). Whatever the reason and how it results, distance learning should be done as effort to prevent the transmission of the covid-19 virus. The principle of education policy during the Covid-19 pandemic prioritizes the health and safety of learners, educators, education personnel, families, and society in general in order to fulfill educational services during the pandemic (Hill et al, 2020)
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