<p><em>This research is motivated by the many mistakes made by students in solving story problems. The purpose of this study was to find out the mistakes made by students in solving story problems on Trigonometry material and to find out the causes of errors made by students in working on story problems on Trigonometry material. This research method uses a descriptive method with a qualitative approach. The subjects of this study were students of class X IPS SMA PGRI 3 Padang in the 2020/2021 academic year who had been selected by total sampling. Instruments used for data collection in the form of tests, interviews, and documentation. The test results were analyzed based on the error according to Newman. The results showed that some students made mistakes in understanding, errors in transforming, errors in processing skills, errors in writing the final answer. The cause of this error is that students do not know what is actually being asked in the problem, and accidentally get information on the question, so they cannot complete the information for the next step, do not understand how it turns into a question. mathematical models, and not proficient in counting.</em></p><p> </p><p>Penelitian ini dilatarbelakangi dengan banyaknya kesalahan yang dilakukan peserta didik dalam menyelesaikan soal cerita. Tujuan penelitian ini untuk mengetahui kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita pada materi Trigonometri dan mengetahui penyebab terjadinya kesalahan yang dilakukan oleh siswa dalam mengerjakan soal cerita pada materi Trigonometri. Metode penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini siswa kelas X IPS SMA PGRI 3 Padang Tahun Ajaran 2020/2021 yang telah dipilih secara total sampling. Instrument yang digunakan untuk pengumpulan data berupa tes, wawancara, dan dokumentasi. Hasil tes dianalisis berdasarkan kesalahan menurut Newman. Hasil penelitian menunjukkan sebagian siswa melakukan kesalahan dalam memahami, kesalahan dalam mentransformasi, kesalahan dalam keterampilan proses kesalahan penulisan jawaban akhir. Penyebab kesalahan ini adalah siswa tidak mengetahui apa yang sebenarnya ditanyakan dalam soal, dan tidak sengaja mendapatkan informasi pada soal tersebut, sehingga mereka tidak dapat melengkapi informasi untuk langkah selanjutnya, tidak mengerti bagaimana menjelma menjadi sebuah pertanyaan. model matematika, dan tidak mahir dalam menghitung.</p>
<p><em>This research is motivated by the low ability of students to understand mathematical concepts when learning has been done online for almost a year at home, which is now back again face to face at school with less study time than usual. The purpose of this study was to find out how the students' mathematical concept understanding ability in the new normal era of class X science at Madrasah Aliyah Swasta (MAS) Lubuk Malako, South Solok Regency. The research method used is descriptive method using a quantitative approach. The sampling technique used purposive sampling with a sample of 18 students. The instrument used to collect data was in the form of a student's mathematical concept understanding ability test and interviews. The test results were analyzed based on the assessment criteria of high, medium, low, and very low. The results showed that the ability to understand mathematical concepts of students in the new normal era of class X science was still relatively low with a percentage of 39%, namely indicators of restating concepts, presenting concepts in various representations, and relating various mathematical concepts internally or externally. While the criteria are high with a percentage of 17%, moderate with a percentage of 33%, and very low with a percentage of 11%.</em></p><p><em> </em></p><p class="Abstract">Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis siswa disaat belajar yang pernah dilakukan secara <em>online</em> hampir satu tahun di rumah yang sekarang kembali lagi tatap muka di sekolah dengan waktu belajar yag lebih sedikit dari biasanya. Tujuan penelitian ini untuk mengetahui bagaimana kemampuan pemahaman konsep matematis siswa di era new normal kelas X IPA di Madrasah Aliyah Swasta (MAS) Lubuk Malako Kabupaten Solok Selatan. Metode peelitian yang digunakan adalah metode deskriptif dengan menggunakan pendekatan kuantitatif. Teknik pengambilan sampel menggunakan <em>purposive sampling </em>dengan banyak sampel 18 siswa. Instrumen yang digunakan untuk megumpulkan data berupa tes kemampuan pemahaman konsep matematis siswa dan wawancara. Hasil tes dianalisis berdasarkan kriteria penilaian yang tinggi, sedang, rendah, dan sangat rendah. Hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep matematis siswa di era new normal kelas X IPA masih tergolong rendah dengan persentase 39% yaitu indikator menyatakan ulang konsep, menyajikan konsep dalam berbagai representasi, dan mengaitkan berbagai konsep matematika secara internal atau eksternal. Sedangkan kriteria tinggi dengan presentase 17%, sedang dengan presentase 33%, dan sangat rendah dengan presentase 11%.</p>
The assumption is that mathematics is a complex subject, and many obstacles still cause low student learning outcomes in implementation. The results of observations that were done in Class XI BDP 1 SMK Negeri 1 Bungo on January 5, 2022, obtained information that during the mathematics learning process, students paid less attention to the teacher when explaining, and students were less enthusiastic. Students lacked the initiative to do practice questions. This study aimed to determine the effect of student perceptions about the application of the Group Investigation cooperative learning model on the mathematics learning outcomes of class X1 BDP 1 SMK Negeri 1 Bungo. This research was pre-experimental with One-Shot Case Study research design. This study's population was all class X1 of SMK Negeri 1, totalling 179, with a sample of class X1 BDP 1 students of SMK Negeri 1 Bungo totalling 22 students. The data analysis technique in this research is descriptive analysis and inferential statistical analysis. Based on the data analysis, it was obtained that tcount = 6,440 and ttable = 1,725, which means tcount > ttable, then reject the HO at a significant level of 0.05 so that it can be concluded that there was an influence on student learning outcomes. That could be seen from the final test that the average score of students exceeds the KKM limit.
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