Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.
Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa Pendidikan Matematika Universitas Ahmad Dahlan menyelesaikan permasalahan PISA. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif dan didukung dengan data kuantitatif. Sebanyak 20 mahasiswa baru program studi Pendidikan Matematika Universitas Ahmad Dahlan tahun akademik 2016/2017 berpartisipasi sebagai subjek penelitian ini. Instrumen PISA tahun 2012 dialihbahasakan ke Bahasa Indonesia dan selanjutnya digunakan untuk mengumpulkan data kemampuan literasi matematika dan mengidentifikasi kesulitan mahasiswa. Seluruh data dianalisis bedasarkan kerangka PISA. Secara umum, sebanyak 65.7% mahasiswa mampu memahami permasalahan yang diberikan dan membuat strategi pemecahan masalah. Namun demikian, hanya 46.9% mahasiswa yang menjawab dengan benar. Selain itu, sebanyak 36.8% mahasiswa memahami permasalahan level 6 dan 23.7% diantaranya menjawab pertanyaan dengan benar. Mahasiswa memiliki aktivitas yang baik dalam proses interpretasi terhadap permasalahan individu maupun kelompok. Meskipun demikian, mahasiswa mengalami kesulitan dalam proses merumuskan dan mengerjakan permasalahan yang diberikan terutama yang berkaitan dengan konteks kerja dan sains.
Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.
Probability is one of the mathematical concepts that are abstract for students. Probability concepts used in daily life. As a basis of statistics, students used the probability concept. This topic is one of the compulsory subjects learned in the Mathematics Education Study Program of Universitas Ahmad Dahlan. However, there are still many students who have difficulties in understanding the concept of probability. This study aims to describe students’ misconceptions in solving Probability problems. The research used descriptive method. The subjects in this study were the fourth-semester students of Mathematics Education Study Program Class C of Universitas Ahmad Dahlan. The results of this study found that there are four misconceptions made by students in solving Probability problems. First, students’ error in interpreting questions. Second, students’ errors in the procedure of proving the theorems of probabilities. Third, students’ misconceptions in the application of Bayes’ rules while they are solving problems. Fourth, students’ error in calculating the possibility of an event.
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