Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Materi Perbandingan dengan Prosedur Newman di SMPN 236 Jakarta

Abstrak

This study aims to analyze the types of errors and examine the relationship between prerequisite on the fraction and on the ratio made by students in solving ratio story problems based on Newman's error analysis. This type of research is descriptive qualitative research. The research subjects selected were 5 seventh-grade students from SMPN 236 Jakarta, with criteria for subjects who made errors in the prerequisite fraction material and/or ratio material. Data analysis was performed through data reduction, data presentation, and conclusion drawing. The results of the research indicate that the types of errors made by students when solving ratio story problems include: 1) Reading errors, where students do not read the currency unit (Rupiah); 2) Comprehension errors, where students misinterpret information or overlook important information or questions, affecting their work results; 3) Transformation errors, where students do not know or incorrectly use strategies, fail to translate the problem into mathematical language or models, or incorrectly translate the problem into mathematical language or models; 4) Process skill errors, where students make calculation mistakes; and 5) Encoding errors, where students do not draw conclusions to answer the problem or inaccurately write the correct unit when making conclusions. Errors made by students in the prerequisite fraction material are related to errors made in the ratio material. The most common error made by students in the prerequisite fraction material is misunderstanding operations such as addition, subtraction, multiplication, and division of fractions. Errors in the prerequisite fraction material impact errors in the ratio material. This is evidenced by all students who made errors in the prerequisite material also making errors in the ratio material.