Abstrak. Rendahnya prestasi belajar matematika salah satunya disebabkan oleh kesalahan siswa dalam menyelesaikan soal matematika. Banyak penelitian menyebutkan bahwa geometri merupakan materi yang sulit karena banyak prestasi dibawahkriteria ketuntasan minimal. Berkaitan dengan hal tersebut tujuan penelitian ini untuk mengetahui jenis-jenis kesalahan siswa dan penyebab terjadinya kesalahan siswa kelas VIII dalam menyelesaikan soal matematika geometri Bangun Ruang Sisi Datar bentuk soal cerita uraian berdasarkan teori Newman. Metode penelitian ini adalah deskriptif kualitatif. Partisipan penelitian ini berjumlah 2 orang yang dipilih berdasarkan alasan tertentu. Teknik pengumpulan data penelitian ini yaitu tes tertulis (tes diagnostik) dan wawancara. Teknik analisis data menggunakan teknik deskriptif. Temuan pada penelitian ini adalah siswa melakukan 4 jenis kesalahan berdasarkan teori Newman yakni kesalahan memahami makna suatu permasalahan, kesalahan transformasi, kesalahan keterampilan proses dan kesalahan penulisan jawaban akhir. Penyebab terjadinya kesalahan siswa diantaranya adalah keliru menafsirkan hal yang ditanyakan, tidak memahami konsep geometri.Dengan mengidentifikasi kesalahan siswa tersebut, guru terbantu dalam merencanakan pembelajaran yang tepat sehingga dapat mengantisipasi kesalahan yang sering dilakukan oleh siswa.
Implication has the aim of comparing the results of research between the past and those that have just been carried out. Basically, the implication of a theory can be defined as a direct result or a consequence of the findings of a research process. Thus various theories of research results emerged. This Constructivism learning theory has a strong influence in the world of education. As a result, the learning orientation in the classroom has shifted. Learning orientation shifted from teacher-centered teaching to student-centered learning. Students are no longer positioned as empty vessels ready to be filled. With a resigned attitude students are prepared to be filled with information by their teachers. Or students are conditioned in such a way to receive knowledge from their teachers. Now the teacher learning partners are students. Teachers are not the only information center or learning center. Meanwhile other learning sources can be peers, nature, the internet and others.
Giving a high level modification story problems with multistep routine and non-routine problems in cartesian coordinate learning is an effort to achieve optimal learning and also important because it has good effect for students. Less than optimal learning of cartesian coordinates for eight grade it was usually represented by the frequent of student errors occurrence on an ongoing basis in solving on mathematical problems in assignments and daily tests. This research purpose was to reveal the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems. This research is a descriptive qualitative in type. Research data collection based on survey, interview, test and documentation. The research subjects in this research were eight grade students of SMPN 4 Wonosobo. In this research 18 students of eight grade students SMPN 4 Wonosobo as the research sample. The sampling technique it was used in this research is purposive sampling. The results of this research indicate the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems is students difficulties. Students difficulties such as compiling steps to solve problems in the form of multistep story problems, understanding the position conception of starting point with a certain point, understanding the conception of a perpendicular lines and a parallel lines to the X and Y axis, determining the distance of a point to certain point. The implication of this research is can obtain information about the dominant factor were caused student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems as the relation to the current idealization of mathematics learning optimization and can be able for planing another appropriate and solution steps for the implementation of mathematics learning in an effort to minimize student errors.
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