Analysis of Students' Errors in Solving Word Problems Viewed from Mathematical Resilience

Abstract

Many students in the world have difficulty in solving word problems, including students in Indonesia. TIMSS has shown that only eight percent of Indonesian participants are able to solve word problems, this result is hugely lower than the international average of 18 percent. One of the factors that cause students' errors in solving word problems is mathematical resilience. Thus, this study aims to analyze students' misconceptions in solving word problems viewed by their mathematical strength. This study was conducted for sixth-grade students in one of the elementary schools in Bandung. This study was qualitative descriptive research. In this study, there were four steps: selecting the word problems, answering the issues, filling out a mathematical resilience questionnaire, and interviewing. Students were encouraged to respond to a three-word question within 30 minutes, filling out a mathematical resilience questionnaire followed by the interview. This study showed that the students' errors in solving word problems were including comprehension, transformation, and process skill errors. Based on mathematical resilience, students with a low level of resilience predominantly carried out comprehension errors. In contrast, students with a moderate level of resilience more dominant made transformation errors. Meanwhile, students with high resilience completed more questions correctly, although several students seemed to have made process skills errors. This study's limitation is the data obtained online so that the respondents completed the instrument exceeds the given time. Further researches are suggested to conduct directly in the classroom to maximize the accuracy of the study.

Illuminating the landscape of mathematical resilience: A systematic review

“…Several studies (Attami et al, 2020;Cahyaningsih et al, 2021;Faradillah & Fadhilah, 2021;Muntazhimah & Ulfah, 2020) have showed a positive correlation between MR and problem-solving skills. Nonetheless, the impact can vary based on the MR level of each student (Faradillah & Fadhilah, 2021;Haerani et al, 2021). Nurjannah and Jusra (2021) support this assertion, highlighting the association between increased MR and improved persistence in solving problems.…”

“…Some studies Mota et al, 2016) suggest that strong mathematical competency can enhance MR. However, the relationship is not direct, as shown by Haerani et al (2021), who discovered a connection between challenges in understanding errors and a decrease in MR. This indicates that certain aspects of mathematical competency, such as error analysis, might inversely affect MR.…”

“…These recommendations stress the need for teachers to be aware of the affective, cognitive, and pedagogical aspects of MR (Atahan & Akyüz, 2020;Johnston-Wilder et al, 2021). Diverse research methodologies and comprehensive samples are suggested by researchers (Cropp, 2017;Duggan et al, 2017;Faradillah & Wulandari, 2021b;Haerani et al, 2021;Kahveci & Bulut-Serin, 2017;Lyakhova & Joubert, 2022;Mota et al, 2016) to understand MR in different contexts. Longitudinal research and single-subject experimental designs are also recognized for their significance in understanding MR across diverse populations (Cropp, 2017;Layco, 2020).…”

Constructing The Bridge of Understanding: The Role of Habit of Mind, Resilience, and Mathematical Self-Confidence in Solving HOTS Problems

“…The study by Buckley & Sullivan (2023), like this research, emphasizes the importance of addressing anxiety and uncertainty in mathematics learning related to mathematical resilience. The study by Haerani et al (2021) also highlights the importance of mathematical resilience in overcoming difficulties in mathematical problem-solving. Meanwhile, Hong et al (2023) and this research both examine the influence of psychological aspects, in this case, self-confidence, on performance in mathematics or science tasks.…”

Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems

“…One of the functions of PISA is to evaluate the education system of a country that participates in the program in the fields of reading, mathematics, and science (Ministry of Education and Culture 2016). Average math problems related to real life, it is same with focus PISA about the knowledge ability of students that can be applied in everyday life (Haerani et al, 2021;Anderson et al, 2010). PISA can also be a measuring tool to assess the extent of the education system in a country in mathematics, science, and literacy (Fuadi et al, 2020).…”