Abstract
Many factors influence and cause the learners feel difficult in resolving mathematical problems. One of these factors is the mistake of students when solving problems in mathematics. The research aims to analyze students' mistakes in working with mathematical diagnostic tests. The method used in this study is a quantitative descriptive where the data was taken through a diagnostic test result of 251 students. The instrument used in this research is a valid and reliable two-tier multiple-choice test instrument. The researcher later corrected student test results. Once fixed, the answer was later analyzed using Newman's theory based on four indicators, i.e. (1) Error understanding, (2) error transforming, (3) Error processing skills, and (4) Error writing answers and then described. Results in research shows the mistakes that students do in resolving mathematical problems in calculus material are largely due to errors in understanding, errors of transformation, and error in process skills. Based on the results of the study, researchers concluded that students have done mistakes in resolving mathematical problems in calculus material largely due to errors in understanding, error transformation, and error in process skills. To overcome the mistakes that students do when solving mathematical problems can be used by several scaffolding solutions, using a creative and innovative learning model and tell students what they are doing and instantly fix them.
Highlights
Mathematics education has a significant role, because mathematics is a fundamental science that is used widely in various areas of life
The difficulties experienced by the students are explained in the research conducted by Yeo (2009), that from the results of the interview difficulties experienced by students in the understanding of mathematics is a lack of understanding of the problem caused, lack of knowledge to do strategies in resolving a problem, inability to translate problems into mathematics, and the inability of students to use true mathematics (Sidnyaev & Sobolev. 2018)
It is not much different from the results of the research done by Maheasy (2018:55) which reveals that the students' mistakes in resolving hots problems are largely due to mistakes in understanding the intent of the problems given, the mistakes of transformation and process skills, leading to the writing of the final answer becomes wrong
Summary
Mathematics education has a significant role, because mathematics is a fundamental science that is used widely in various areas of life. Based on interviews conducted with some students, information that students have difficulty in calculus material due to abstract material that is difficult to find application in daily life and explanation given by teachers in school is limited to explanation on how to do or administering the formula without further discussing what the real concept is about calculus. Many factors influence and caused students feel difficult in resolving mathematical problems One of these factors is the mistake of students when solving problems in mathematics. For systematic errors are consistent because of the level of mastery of material that is not optimal in students, such as students are wrong in understanding a concept of mathematics material or students wrong in solving mathematical problems. The distractor's statements are the misconceptions derived from answers of the students, literature studies, interviews, or open-ended responses
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