The strategies and errors of high school students’ in solving logarithmic inequalities

Abstract

The aim of this research is to describe the strategies and errors of high school students’ in solving logarithmic inequalities. This research provides benefits to students, teachers, and other researchers who focus on education related to strategies and errors of students. This research used a qualitative method with descriptive type. The subjects investigated in this research were six of 63 first-year high school students who participated. Data was collected through questionnaires and interviews, then analyzed using solution activities, that is, identification, exploration, compose and execute plans, and encoding. In identification, students use strategies of processing bases and translating representations. In exploration, students use strategies of jumping and holding rules. In compose and execute plans, students use strategies of conditioning, dividing cases, and using number lines. In encoding, students use strategies of translating representations and writing sets of rule methods. On the other hand, students also make errors in several strategies caused by misconceptions, procedural errors, technical errors, and writing errors. The implication of this research is to improve mathematics learning in schools that pay less attention to the truth of mathematical concepts and techniques taught to students.