ANALISIS KESALAHAN SISWA MATERI BILANGAN PECAHAN BERDASARKAN TEORI NEWMAN

Budi Murtiyasa, Vivin Wulandari

Abstract


Penelitian ini bertujuan untuk mendeskripsikan kesalahan dan mengetahui penyebab kesalahan siswa dalam menyelesaikan soal cerita pada materi bilangan pecahan berdasarkan teori Newman. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah 31 siswa kelas VII A SMP Muhammadiyah 2 Surakarta. Teknik pengumpulan data meliputi tes, wawancara, dan dokumentasi. Teknik analisis data yang dalam penelitian ini meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data menggunakan triangulasi teknik. Hasil penelitian dapat disimpulkan bahwa (1) tidak ada siswa yang melakukan kesalahan membaca, (2) kesalahan memahami, penyebab siswa melakukan kesalahan dikarenakan siswa kurang memahami soal, (3) kesalahan transformasi, penyebab siswa melakukan kesalahan dikarenakan siswa kurang memahami soal sehingga siswa tidak dapat menentukan operasi yang digunakan untuk menyelesaikan soal dan siswa tidak tahu rumus atau operasi yang digunakan, (4) kesalahan keterampilan proses, penyebab siswa melakukan kesalahan disebabkan karena siswa lupa cara mengerjakan soal, kesalahan dalam menentukan rumus dan tidak teliti dalam melakukan perhitungan, (5) kesalahan penulisan jawaban, penyebab terjadinya kesalahan ini karena siswa tidak terbiasa menuliskan jawaban akhir (kesimpulan), dan adanya kesalahan pada proses perhitungan.

 

The purpose of this study were to describe and find out the causes of students' error in solving story problem on fractions based on Newman's theory. This research used descriptive qualitative and the subjects were 31 students from class VII A in the Muhammadiyah 2 Junior High School of Surakarta. The data collection techniques consisted of tests, interviews, and documentation. The data analysis techniques in this study used data reduction, data presentation, and drawing conclusions. Meanwhile, the data validity used triangulation techniques. Based on the results of this study, it can be concluded that (1) there are no students who make reading errors, (2) comprehension errors, the cause of this errors is because students do not understand the purpose of the problem, (3) transformation errors, the cause of this errors is because students do not understand the problems thus cannot determine the operation used to solve the problem and they do not know the formula or operation used, (4) process skills errors, the cause of this errors is because students forget how to work on problems, errors in determining formulas and not careful in doing calculations, (5) encoding errors, the cause of this error is because students are not accustomed to writing the final answer (conclusion) and there are errors in the calculation process.


Keywords


Analisis kesalahan; bilangan pecahan; teori newman;error analysis; fractions; newman's theory

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DOI: http://dx.doi.org/10.24127/ajpm.v9i3.2795

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