Types of student errors in the trajectory of thinking solving analytical geometry questions based on Newman’S Error Analysis (NEA)

Abstract

The purpose of this study is to (1) describe the error of a student’s mathematical problem-solving ability by applying Newman’s Error Analysis (NEA) based metacognitive approach, and (2) to determine the student’s mathematical problem-solving thinking trajectory. This type of research is development research using design research conducted in 2 trials, in the pilot experiment (trial 1) of research subjects amounting to 8 students and on teaching experiment (trial 2) of research subjects amounting to 42 students. The object of this research is problem-solving behavior and learning activities for students as the math learning process in the classroom progresses with the application of a metacognitive approach to the topic "Circle". The results of the study found the type of error in (1) decoding is inaccurate in identifying problems, the type of error (2) comprehension is not careful in making algebraic manipulations, the type of error (3) transformation is an error in using counting operations because understanding the problem / solving is not comprehensive, type of error (4) process skill is not careful in making calculations, type of error, and (5) encoding is not doing. Check the results of the calculation so that it is wrong in writing the final result. The mathematical problem-solving trajectory of a circle topic is the identification of circle elements, simplifying the problem by completing the existing image in the circle, creating a new image model, and observing/looking for solutions to related problems.