ANALYSIS OF STUDENT ERRORS IN SOLVING MINIMUM COMPETENCY ASSESSMENT PROBLEMS BASED ON KASTOLAN THEORY
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Abstract
In studying geometry, it is common for students to make various errors when working on word problems. Although some students understand the example problems, they may be confused and make errors when presented with different questions. This study employed a qualitative descriptive approach to examine the types and causes of errors made by Grade 8 students from a junior high school in Pronojiwo, Indonesia. The study involved 40 students, with six students selected for interviews. Data were collected using descriptions and interviews. The research employed three procedural stages: preparation, implementation, and data analysis. Data analysis involved data reduction, data encoding, and conclusions. The analysis revealed that 23.3% of students made conceptual errors, 27% made procedural errors, and 44.5% made technical errors. The factors contributing to these errors included students' lack of focus on reading the questions, limited understanding of the material, haste in completing the questions, insufficient knowledge of the problems in the questions, and carelessness in checking their answers.
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How to Cite
Anggraini, N., Priyo Utomo, D., & Dian Azmi, R. (2023). ANALYSIS OF STUDENT ERRORS IN SOLVING MINIMUM COMPETENCY ASSESSMENT PROBLEMS BASED ON KASTOLAN THEORY. Kalamatika: Jurnal Pendidikan Matematika, 8(1), 1-10. https://doi.org/10.22236/KALAMATIKA.vol8no1.2023pp1-10
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Fitry, R. S., Khamdun, & Ulya, H. (2022). Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Matematika Kelas V Di SDN Ronggo 03 Kecamatan Jaken. Jurnal Inovasi Penelitian, 2(8), 2433–2442.
Habsah, F. (2017). Developing teaching material based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. Jurnal Riset Pendidikan Matematika, 4(1), 43. https://doi.org/10.21831/jrpm.v4i1.10199
Hidajat, D. (2018). Analisis Kesulitan Dalam Penyelesaian Permasalahan Ruang Dimensi Dua. Jurnal Pendidikan Matematika (Kudus), 1(1). https://doi.org/10.21043/jpm.v1i1.4452
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Melisari, M., Septihani, A., Chronika, A., Permaganti, B., Jumiati, Y., & Fitriani, N. (2020). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Pemahaman konsep Matematika Sekolah Dasar Pada Materi Bangun Datar. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(1), 172–182. https://doi.org/10.31004/cendekia.v4i1.182
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Muhammad Fajri. (2017). 232878-Kemampuan-Berpikir-Matematis-Dalam-Konte-D16721Dd. Lemma, 3(2), 1–11.
Raharti, A. D., & Yunianta, T. N. H. (2020). Identifikasi Kesalahan Matematika Siswa Smp Berdasarkan Tahapan Kastolan. Journal of Honai Math, 3(1), 77–100. https://doi.org/10.30862/jhm.v3i1.114
Rangkuti, R. K. (2020). Analisis Proses dan Kesalahan Jawaban Siswa pada Kemampuan Metakognisi Matematis. Jurnal Al-Khawarizmi: Pendidikan Matematika, 01(01), 47–53.
Ratna Sari, D. (2021). Analisis Kemampuan Siswa SD dalam Menyelesaikan Soal Geometri Asesmen Kompetensi Minimum. Jurnal Pendidikan Guru, 4(2), 186–190. https://doi.org/10.36805/jurnalsekolahdasar.v6i2.1750
Sani, R. A. (2021). Pembelajaran Berorientasi AKM: Asesmen Kompetensi Minimum. Bumi Aksara.
Sukirwan, Darhim, D., & Herman, T. (2018). Analysis of students’ mathematical reasoning. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012036
Sukmawati, S., & Amelia, R. (2020). Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal Materi Segiempat Berdasarkan Teori Nolting. Jurnal Pembelajaran Matematika Inovatif, 3(2), 223. https://doi.org/10.22460/jpmi.v3i5.423-432
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Yeh, C. Y. C., Cheng, H. N. H., Chen, Z. H., Liao, C. C. Y., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-0100-9
Yusuf, R. M. M., & Ratnaningsih, N. (2022). Analisis Kesalahan Numerasi Peserta Didik dalam Menyelesaikan Soal Assesmen Kompetensi Minimum. Jurnal Paedagogy, 9(1), 24. https://doi.org/10.33394/jp.v9i1.4507