Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan oleh siswa dalam menyelesaikan soal cerita matematika berdasarkan kriteria Watson dan faktor-faktor yang menyebabkan siswa melakukan kesalahan tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 44 siswa kelas VII MTs Yapik Sindangjawa, Cirebon sebagai subjek penelitian. Data jenis kesalahan dan faktor yang menyebabkan siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika diperoleh melalui tes penyelesaian masalah berbentuk soal cerita matematika dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dalam penelitian ini melakukan kesalahan yang bervariasi dari delapan jenis kesalahan yang ada pada kriteria Watson. Jenis kesalahan yang sering dilakukan oleh siswa adalah Inappropriate Procedure (IP) yaitu prosedur yang digunakan tidak tepat, Omitted Conclusion (OC) yaitu tidak menuliskan kesimpulan, dan Above Other (AO) yaitu kesalahan lainnya seperti tidak mengerjakan soal. Adapun jenis kesalahan yang jarang dilakukan oleh siswa adalah Response Level Conflict (RLC) yaitu siswa berusaha menyelesaikan soal, namun menghasilkan kesimpulan yang kurang logis. Beberapa faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita matematika adalah siswa tidak mengetahui rumus yang akan digunakan, kurangnya waktu dalam mengerjakan semua soal tes, dan siswa menganggap bahwa soal cerita merupakan soal yang sulit untuk diselesaikan. Analysis of students' errors in solving mathematical word problems based on Watson's criteriaAbstractThis study aimed to describe the errors made by students in solving mathematical word problems according to Watson’s criteria as well as factors that cause students to do that errors. This study was a qualitative descriptive study involved 44 seventh graders of MTs Yapik Sindangjawa, Cirebon, Indonesia as the subjects of this study. Data of error types and factors that lead students to do such errors in solving mathematical word problems were collected using the test of solving mathematical word problems and interview guidelines. The results showed that the subjects made various errors from the eight types of errors that exist in Watson's criteria. The types of errors that often made by students were Inappropriate Procedure (IP) namely using inappropriate procedures; Omitted Conclusion (OC) namely students not writing conclusions; and Above Other (AO) namely making other mistakes such as not giving a response towards the given problem. The type of error that was rarely made by students was Response Level Conflict (RLC), where students try to solve the problem but produce less logical conclusions. Some of the factors that cause students to do some errors in solving mathematical word problems namely students do not know the formula to be used to solve the given problems, lack of time to solve all problems of the test, and students think that the mathematical word problem was difficult to be solved.

Mathematical Critical Thinking Skills Senior High School Student Based on Mathematical Resilience and Domicile

“…This error can be called a process skill error where students cannot choose what strategy to use in solving the problem so that in the sequence of solutions students make mistakes because previously the students were wrong in determining the solution strategy so automatically the calculations were wrong and due to these errors the final result was wrong (Wahyuni & Widayanti, 2020). This is in line with other studies which say that students are not used to working on problems based on steps or strategies related to questions, even students do not understand and know the formulas or strategies that will be used when solving math problems (Mafruhah & Muchyidin, 2020).…”

Students’ Critical Thinking Skills on Algebraic Problems Through Mathematical Resilience

“…Students who have high critical thinking skills are not careful when working on the problem. Errors like this are because students are not careful in the process, even though students must be full of accuracy when solving math problems in the form of stories (Mafruhah & Muchyidin, 2020). So even though students have written the appropriate conclusions, the final results written are not correct because previously there was an error in the calculation process (Islamiyah et al, 2018).…”

Analisis kemampuan literasi numerasi mahasiswa pada implementasi program kampus mengajar

“…Mahasiswa menyebutkan informasi penting yang terdapat pada soal tanpa menuliskan data kuantitatif dan menuliskan rumusan permasalahannya. Penyebab hal tersebut adalah dalam mengerjakan soal cerita tidak terbiasa menuliskan apa yang diketahui pada soal (Mafruhah, 2019). Mahasiswa mengetahui strategi pemecahan masalah, tetapi tidak menuliskannya pada lembar pekerjaannya.…”