Abstract
This study disscusses student’s errors in completing mathematical problems based on Newman’s Errror Analysis and Polya Theory. The study uses a qualitative descriptive approach. The subject of this study are 78 students of Madrasah Aliyah Negeri (MAN) 2 Cirebon. The study uses tests and interviews as data collection techniques. Students take a test to determine their mathematical ability, and the test uses sequence and series as subjects. There are 3 phases in collecting data: data reduction, data presentation, and conclusion. Outline of Error analysis is created using five types of student mathematical error of Newman's Error Analysis and four types of student mathematical error of Polya Theory. The study results based on Newman's Error Analysis are errors reading by 1%, error understanding by 0%, error transforms by 3%, error processing ability by 5%, and error encoding by 7%. As the result of the study based Polya theory, errors when understanding the problem by 31%, errors when devising a plan by 11%, errors when carrying out the plan by 9%, and errors when Looking back by 33%. The result of the interview shows that the error occurs when students don’t do calculations carefully, don’t learn the formula, and cannot distinguish between sequence and series. Students also have a lack of understanding when completing the problem about compound interest.
Highlights
According to Polly et al (2015), mathematics learning is a teaching and learning activity managed by the teachers to improve student achievement and the student's creativity in thinking on mathematics
Researchers analyzed student answer sheets based on the student's mathematical error type according to the perspective of Newman's Error Analysis (NEA) and Polya
It was concluded that the test results were not satisfactory, so there was a need to search for students' mathematical errors
Summary
According to Polly et al (2015), mathematics learning is a teaching and learning activity managed by the teachers to improve student achievement and the student's creativity in thinking on mathematics. Mathematics learning is a learning process for students and teachers to develop a logical mindset using a Received Revised Accepted. 51-67 learning model that grows and develops optimally (Boaler, 2015). Mathematics learning is conducted from elementary to college (Winarso, 2015). Mathematical learning in high school has higher cognitive levels so that the subject presentation and learning assessment of mathematics are increasingly diverse. Learning assessment aims to develop mathematics learning for students (Winarso, 2018). Learning evaluation is a learning process that determines the value of achievement to achieve the learning objectives (Kitchen et al., 2017)
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