Student Errors Research Articles

Analisis Kesalahan Siswa dalam Menyesaikan Soal pada Materi Statistika Kelas XII IPS SMA Negeri 1 Kota Tambolaka

Student error in learning mathematics is valid in presenting data in the form of frequency distribution tables in statistical material at the high school level. These mistakes can be in the form of errors in identifying the problem, understanding the meaning of the problem, and the purpose of the problem, errors in writing the correct formula and errors in calculating the result. The purpose of this study is to describe the mistakes made by students in solving problems in statistical material. This research is a type of qualitative descriptive research. The subject of this study is students of grade XII IPS SMAN 1 Tambolaka City, and the object of research Analysis of student errors in solving problems on statistical material. The data analysis technique in research is in several steps, namely: the first step students are asked to do the problem, the second step of student work results is analyzed with the aim of finding out what mistakes students make in solving the problem, and the last step is to identify the type of student error to find out the factors causing the error. From the results of the study showed that there were three types of mistakes made by students, namely concept errors, errors in writing the correct formula and errors in calculating the result. These errors are caused by students not being careful in reading the questions, not understanding the steps of presenting data in the form of frequency distribution tables

Analysis of Vowel Sounds Errors in Arabic Conversation Modern Islamic Boarding School Muhammadiyah Daarul Khoir Gunungkidul Students

This study aims to determine the form of errors in the vowel sounds of Arabic words in the Arabic conversation of students at the Modern Muhammadiyah Islamic Boarding School Daarul Khoir Gunungkidul and to determine the factors that cause the occurrence of vowel errors. This research is a descriptive qualitative research. Data obtained by observing and interviewing students. The results of this study are four vowel errors, namely the change in vowel a to u. There is also a change in the vowel sound i to e. In addition, there were also errors in long vowel sounds which were pronounced short, even so short vowel sounds were pronounced long. The factors causing the error were that some students had not mastered Arabic rules correctly, made pronunciation easier, efficiency in pronunciation and the lack of students listening to Arabic words and sentences.

Exploring Common Grammatical Errors in Chinese Students Writing

With the increasing influence of China in the world, the grammatical mistakes made by Chinese students in English writing have attracted wide attentions. This research aims at a comprehensive review of some of the most common grammatical errors in Chinese students writing. The main focus is on errors in sentence structure and tense. This study shows that these errors have a strong impact on the clarity and effectiveness of Chinese students writing. To some extent, this may lead to misunderstanding or ambiguity. However, educators can help Chinese students overcome these difficulties. This research mainly relies on appropriate teaching methods, explanations and appropriate exercises to attract Chinese students attention to these problems and allow them to practice repeatedly so as to avoid these mistakes in English writing, which can greatly improve their future English writing level. Thus, the overall English writing ability of Chinese students can be improved to some extent.

Kemampuan Menulis Arab Melayu Mahasiswa Non Muslim Angkatan 2021 PBSI Universitas Riau

Research in Malay Arabic writing for non-Muslim students is a study to test the ability of non-Muslim students in Indonesian language and literature education and aims to examine in detail the ability to write Malay Arabic words and apply the rules for writing correct words in Malay Arabic writing. The method in this research is descriptive quantitative, which is a method of describing using numbers and diagrams by explaining the percentage of numbers and diagrams with data that has been obtained from research samples taken in a recorded manner and using samples. Examining and analyzing the data that has been obtained using qualitative descriptive techniques concludes that the ability to write Malay Arabic writing for non-Muslim students of the Indonesian Language and Literature Education Study Program. This research is also useful for finding writing errors for non-Muslim students and evaluating our mistakes as teachers. The results of the study concluded that the writing ability of non-Muslim students was 20.

Analysis of Students' Errors in Solving HOTS Problems on Algebraic Materials Based on the Complexity Level of the Problem Based on Bloom's Theory

Mathematics discusses a lot about various kinds of problems that contain numbers that are classified as Higher Order Thinking Skills (HOTS). Math HOTS questions require a high level of thinking to solve the problem. Based on Bloom's theory, HOTS consists of analyzing (C4), evaluating (C5), and creating (C6). This study aims to determine the level of student errors in solving HOTS questions based on Bloom's theory. This research uses mixed method research, which is a combination of qualitative and quantitative methods, where the stages of this research include instrument development, instrument validation, data collection, data analysis and interpretation. The sample of this study used 25 students of class VIII junior high school in Mataram City. Researchers gave 10 essay questions that had been validated by material experts to students as research instruments. The results showed that students' understanding in solving HOTS problems was still lacking. For the error rate, it was found that there were no students who could solve the creating (C6) section with a percentage of 100% error, analyzing (C4) section with a percentage of 60%, evaluating (C5) 24%, applying (C3) 16%, understanding (C2) 12%, and in the remembering (C1) section there were no students who made mistakes with a percentage of 0% error. The biggest error was found in the creating part (C6), where the most mistakes were made by women with an average score of 50.55.

Fifth Grade Students' Performance and Common Errors in Equivalent Fractions

This study aimed to investigate the performance and common errors of fifth grade students in equivalent fractions. The study was conducted with 435 fifth grade students from two different middle schools in Salihli, which is a district of Manisa province, in the spring semester of the 2021 – 2022 academic year. In the study, survey design, one of the descriptive research models, was used. As a data collection tool, a test was developed by the researchers. Equivalent Fractions Knowledge Test, which consists of six open – ended questions, was administered to all fifth grade students at once. Students’ responses were analysed with descriptive statistical methods (frequency and percentage values). According to the results, the overall performance of students in the test was low. It was observed that the students showed the highest performance in a question which includes area model, and the lowest performance in a question given in context which includes set model. Additionally, the most common error was that students consider multiplying a fraction by 2 and expanding it by 2 as the same algorithm while they also think similarly dividing a fraction by 2 and simplifying it by 2 as the same algorithm.

Cross-gender Analysis of Iraqi EFL Learners Recurrent Grammatical Errors in English

The study attempts to investigate recurrent grammatical errors that hinder Iraqi undergraduate EFL learners` mastery of English grammar. If male-female learners of English are not competent in the structural and semantic bases of tense, they can hardly produce acceptable sentences in the L2/FL. For this purpose, an elicitation test is used to sort out the typical errors of Iraqi male-female undergraduate students (1st, 3rd and 4th stage) of the Department of English Language and Literature in Mustansiriyah University / Iraq, with respect to specific recurrent tense errors reflecting the structure of their transitional competence or what S. Pit Corder (1976, p.15) labels idiosyncratic dialect. The justification behind this study is those adopted following Corder (1976, p1), who mentions that two justifications are essentially relevant for the study of learners' errors, one of which is the pedagogical justification, which implies that eliminating any error requires a good understanding of the nature of that error. The research follows a comprehensive analysis methodology. It combines quantitative and qualitative approaches to analyze samples from Iraqi male-female EFL learners. The study found that there are several cross-gender differences concerning the recurrent errors, which might be attributed to several factors, i.e. linguistic and sociolinguistic. The study takes these factors as the building blocks for suggesting pedagogical solutions. The study was originally an attempt to help EFL learners eliminate such recurrent L1\L2 conflicting errors.

Analysis of Phonological Errors in Reading Qasidah Burdah at Darul Falah Islamic Boarding SchoolTambak Sumur Sidoarjo Indonesia

This study aims to describe the phonological errors of students of the Salafiyah Islamic boarding school, Darul Falah 42, Tambak Sumur, Sidoarjo. In addition to explaining the error, it also seeks the underlying causes or factors for the errors in the pesantren students to provide solutions to help improve the following learning process. In collecting data, researchers used listening, note-taking and recording techniques. In addition, researchers also use observation techniques, interviews, and also documentation. The research method uses a qualitative descriptive method. The phonological errors of the students were found in two groups of sounds, namely the group of throat sounds (الحلق) and the group of sounds of the tongue (اللسان). In this study, two causes or factors of error were found, namely linguistic factors and non-linguistic factors—the different alphabetical characters between Arabic and Indonesian caused the error. The non-linguistic factors include lack of self-confidence, reading comprehension, and mother tongue interference. Then, the researchers provide several solutions to help improve the subsequent learning process, namely that students should increase their enthusiasm for learning and improve their reading, teachers should pay special attention to students who are not fluent in reading Arabic literature, and teachers should provide recitation reviews for every student's mistakes.

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Integral Bentuk Tak Tentu

In this research, researchers analyzed students' errors in solving questions on the topic of indefinite form integrals. The purpose of this research is to determine the patterns of student errors that often occur when working on indefinite form integral questions, as well as the factors that cause them. The subjects in this research were 25 grade 11 high school students. This research was carried out by providing a test sheet in the form of essay questions on the subject matter of indefinite integrals, totaling 5 questions with 1 category of easy questions, 3 categories of medium questions, and 1 category of difficult questions. Based on the results of data analysis, it was obtained that for question number 1 (an easy category question), 100% of respondents answered correctly. Question number 2 (medium category question), 93.3% of respondents answered correctly. Question number 3 (medium category question) 54% of respondents answered correctly. Question number 4 (difficult category question), 46% of respondents answered correctly. Meanwhile, for question number 5 (difficult category question), only 20% of respondents answered correctly.

Characteristics of student errors in solving geometric proof problems based on Newman's theory

This study aims to determine the characteristics of student errors in solving geometry proof based on Newman's Theory. The research method used is a qualitative research method with a phenomenographic approach. This research was conducted to prevent students from repeating mistakes in advanced geometry courses. The types of errors based on Newman's Theory used in this study are: (1) reading errors in the representation of mathematical symbols; (2) comprehension errors of the proof problem; (3) transformation errors of the proof problem; (4) process skills errors of the proof problem; and (5) encoding errors. The subjects of this study were 15 students, and the instruments used were interview guidelines and documentation. The results of this study are reading errors in the representation of mathematical symbols with an average of 15.81%, with error characteristics that students do not write geometry symbols according to the rules. Comprehension errors of the proof problem with an average of 4.78%. Transformation errors of the proof problem with an average of 26.84%. Process skill errors of proof problems with an average of 29.04%. Encoding errors with an average of 23.53%.

Pengaruh Durasi Penggunaan Gadget terhadap Kejadian Kelainan Refraksi Mahasiswa Universitas Ma Chung Malang

Refractive errors occur when the light entering the eye is not clearly focused, causing blurry or unsharp vision. The main causes of refractive errors include hereditary factors and an unhealthy lifestyle. Signs and symptoms of refractive errors include blurred vision, frequent squinting to see objects clearly, and difficulty focusing when reading, watching TV, or looking at a gadget screen. This disorder cannot be completely cured, but it can be helped with glasses, contact lenses, or lasik surgery. The urgency of this research is driven by the increasing duration of gadget use among Ma Chung University students in June 2023 and its impact on eye refractive errors. The purpose of this study is to determine the effect of the duration of gadget use on refractive errors in students. The targeted output is empirical data on the relationship between the duration of gadget use and the incidence of refractive errors, which can be the basis for eye health interventions among students.

ANALISIS KESALAHAN SISWA PADA MATERI KUBUS & BALOK

Researchers conducted research that aims to find out the problems faced by students when learning mathematics, which are the factors that cause errors in solving math problems. This error factor must be known so that it is easier to get solutions and parts that need to be emphasized during learning. This research is a qualitative descriptive study to analyze and describe the types of mistakes students make when working on cube and block math questions. The subjects of this study were 30 students of SMP Al Washliyah 8 Medan in class VIII-A. The written test is a data collection technique. The results of the student error analysis obtained: 1) 66.67% conceptual errors with a "high" error standard; 2) 33.34 % of procedural errors with a "very low" error standard; This leads to the conclusion that students' understanding of the cube and block material is low, and the teacher must pay attention to knowledge, emphasizing the important parts that students use. Based on the results of interviews with teachers in the field of study that "student mathematics here is in the low class, because almost 75% of students here do not like mathematics, they think mathematics is a difficult lesson to understand" I asked: "What causes students here to dislike mathematics thuk?” the teacher answered: "The reason students don't like math is when I explain math with formulas, at first they understand, but after I give questions or exercises with the formula but it's just a different location, students are immediately confused about doing it, students here understand formulas but can't apply them. the formula".

ERROR ANALYSIS OF USING SIMPLE PRESENT TENSE IN STUDENTS WRITING DESCRIPTIVE TEXT AT THE TENTH GRADERS OF SMKN 2 KUDUS

The purpose of this study was to identify and describe the factors of student errors in using the simple present tense in writing descriptive text by class X students of SMK N 2 KUDUS. The researcher took 15 respondents from the lowest rank in the class as respondents from the document, and 5 respondents from the descriptive text results who made the most errors as respondents from the interview.The research design is a qualitative design. Data were collected from descriptive texts made by respondents as document analysis and interviews. Then the researcher analyzed and classified the errors in the student's work based on the types of errors according to Dulay (1982) which consisted of four categories, namely Omission, Misformation, addition, and misordering. To find out the factors of student error, the researcher analyzed the results of the respondents' interviews with Carelessness, Translation, and First Language. From the results of the study, the researcher found 45 errors in analyzing the simple present tense in writing descriptive text. The most common types of errors in analyzing are 25 errors in misformation errors, and the percentage is 55.5%. There are 14 mistakes in omission, and the percentage is 31.1%. Addition errors and misordering errors are at least 3 errors, and the percentage is 6.7%. The researcher found factors causing errors in the use of the simple present tense, consisting of carelessness or carelessness 28 errors or 80%, translation 6 errors or 17.1%, and first language at least one error, the percentage is 2.9%.

Refractive Error of Students (12–15-years-old) in Northwestern Mexico

Refractive Error of Students (12–15-years-old) in Northwestern Mexico

ERROR ON SENTENCE STRUCTURE IN WRITING RECOUNT TEXT AT ELEVENTH GRADE OF SMK NEGERI 2 SIDUAORI


 This research aimed at analyzing the errors on sentence structure in writing recount text made by eleventh grade of SMK Negeri2 Siduaori.This research was designed by using qualitative descriptive method. In analyzing the data, the research used theory of Miles Huberman and Saldana (20:31-33). data reduction, data display, and conclusion drawing verification. The data of this study was taken from the eleventh grade students of SMK Negeri 2 Siduaori. The data of this study are students errors in use past tense.To examine the credibility of this study the researcher used triangulation. The results of this study showed that students made errors because of they are not mastering the pattern of past tense, not mastering tenses,lessmotivation,less vocabulary. It is suggested to the teacher to pay much attention to the error in order to use appropriate strategy in teaching recount text errors, especially in use of the simple past tense, passive and active verbal sentence and in nominal sentence and students can come understand how to write a good recount text.

MONITORING STUDENTS’ ACHIEVEMENTS IN MATHEMATICS AS A METHOD OF TEACHERS’ PROFESSIONAL DEVELOPMENT

The article concerns the educational diagnosis and its connection with teachers’ professional development. Based on literature review, as well as the conclusions from the research, the characteristics of the diagnosis conducive to the development of teachers were defined. They became the reference point for the evaluation of the project titled: What can we already do? Monitoring students’ skills a year before the primary school final exam. The analysed concept of the diagnosis assumes two goals: to reliably measure students’ mathematical skills and to support mathematics teachers. In addition, the involvement of students in the research process is an opportunity to develop the diagnostic competences of prospective educators. The assessment was conducted based on research reports, teacher surveys, as well as observations and self-reflections of experts-researchers carrying out the diagnosis. The main problem in the effective execution of the diagnosis understood in this way is the lack of teachers’ involvement in the diagnosis. This may stem from a widespread mistrust and the fear of control that is common among teachers. In the case of a formally imposed diagnosis, it takes time and friendly support from experts-researchers for teachers to overcome their reluctance to research. The key task for the external researchers is convincing teachers that the diagnosis aims to be an impulse for reflection and self-development, and not a verification of the teachers’ competences. Involving teachers and students in the execution of specific stages of the diagnosis is a good practice and it needs to be ensured that their participation is even greater. Execution of the diagnosis understood as support for the teacher, requires proper planning of the entire research process. The structure of tests and the nature of diagnostic tasks are of great importance, as they should enable the analysis of student errors.

Analysis of Student Errors in Solving Algebraic Math Test Based on TIMSS

The low percentage obtained by students in solving TIMSS problems, especially in the algebra material domain, shows that there are several mistakes that students often make in solving TIMSS-type problems. This study aims to examine students' errors in completing algebraic mathematics tests using the TIMSS (Trends in International Mathematics and Science Study). This was a qualitative descriptive research project in which students of a state junior high school in Sinjai, Sulawesi Selatan, Indonesia, in class VIIIA were the subjects. The research's study instruments included diagnostic tests and interview protocols, and data analysis procedures were separated into three parts: data reduction, data presentation, and conclusion, which involves drawing or verifying. The researchers discovered four kinds of students’ errors in completing algebra tests based on TIMSS that were connected to Newman's category: understanding question errors, transformation errors, process skill errors, and answer writing errors. Furthermore, the cause of errors in answering algebra questions based on TIMSS was that students do not pay more attention when writing information based on the following questions; they do not master the material related to the questions; they have a limited understanding of the material related to the questions; they also forget the concept of multiplication; they do not follow the procedures appropriately; and they do not re-check the answers. As a result, teachers must create TIMSS-based questions to help students improve their mathematical abilities.

INDONESIAN SYNTACTIC INTERFERENCE IN ENGLISH ESSAYS OF ENGLISH EDUCATION PROGRAM STUDENTS FACULTY OF EDUCATION AND TEACHER TRAINING UMSU

In formal educational institutions, mastering English as a second language is a must, especially for students majoring in English. Language mastery often poses challenges because each language has different elements. Proficiency in a foreign language such as English involves mastering four language skills, including writing essays. This study presents research results regarding Indonesian syntactic interference in English essays. This study used a descriptive qualitative method. The analysis begins by reviewing all available data from respondents, and the steps are 1) Collecting exam data, 2) Identifying errors due to syntactic interference, 3) Classifying errors according to indicators of syntactic interference, and 4) Explaining student errors in English essays. Research findings show that, although many students can write English essays with correct grammar, students, especially in their fourth semester at FKIP UMSU, still show the influence of Indonesian in the sentence structure of their English essays.

Analyzing students’ errors in solving HOTS mathematics problems based on Newman theory

This research is motivated by the existence of the 2013 curriculum, students are required to have the ability to solve problems independently. In supporting this, the strategy in the 2013 curriculum is learning to apply HOTS type questions. This is also applied in the Muhammadiyah Boarding School Pleret. However, when students worked on HOTS questions, it was seen that students still made many mistakes in working on HOTS questions. This study aims to: (1) Know the types of errors made by students of class XI MBS Pleret in solving Higher Order Thinking Skills (HOTS) Mathematics questions based on Newman's error analysis (2) Know the factors that cause errors in class XI MBS Pleret students in solving problems Higher Order Thinking Skills (HOTS) Mathematics. This type of research is descriptive qualitative. The subjects of this study were students of class XI MBS Pleret, while the object of this research was HOTS (High Order Thinking Skill) type questions. Data collection methods are conducting tests and interviews with students. The instruments used in this study were test questions, interviews and documentation. The analytical method used in this study is data reduction, data presentation, and drawing conclusions. The results of this study were (1) Types of errors made by students of class XI MBS Pleret in solving HOTS questions on trigonometry equation material based on Newman's error analysis consisting of reading errors, understanding errors, transformation errors, skills errors, and errors in writing the final answer. Based on the student error percentage table, the most students made mistakes in the process skills of 98.8% and the errors in writing the final answer was 98.8%. Then for the transformation error of 90.4%, the error in understanding is 67.3% and the smallest error is a reading error which is 66.67%. (2) The causal factors are that students do not know the α symbol (reading errors), students are not used to writing and are known and asked questions other than story questions (comprehension errors), students forget the formula to work on HOTS questions (transformation errors), the result of previous mistakes students made process skill errors and mistakes in writing the final answer.

Imla’ Errors in Junior High School Students’ Writing: Criticism of Teacher's Pronunciation Error

The number of errors that occur in students' Arabic wordswriting was one of the strongest reasons for researchers to research and analyze students' mistakes in writing Arabic. The teacher's unclear pronunciation can be one of the biggest factors in the occurrence of errors in students' Arabic writing. The researcher aimed to find out and analyze the errors and the various causal factors in writing student disclaimers. A qualitative descriptive research method was used in the research. Then, observation, interviews and documentation were carried our as data collection at junior boarding school in Yogyakarta. In the data analysis, data reduction, data presentation and data verification were used. Based on the data collected and analyzed, it was found that there was a teacher's pronunciationerrors in the dictation that causederrors in students’ writing which was described as follows; 1) the teacher's makhorijul hurufare not fluent and clear, 2) they are not careful in pronouncing vowels and mad (long and short rules), 3) the pronunciation of alif lam qomariyah and syamsiyah is not clear. From the results of this analysis, it can be proven that the pronunciation of a teacher in conveying dictation lessons greatly influences the results of students' writing dictation. This study providesd suggestions for teachers who will deliver dictation lessons.