KESULITAN SISWA DALAM PEMECAHAN SOAL CERITA PADA MATERI PECAHAN BERDASARKAN TEORI NEWMAN
DOI:
https://doi.org/10.24127/ajpm.v14i3.6541Keywords:
Kategori Kesalahan Newman, Meta Analisis, Pecahan, Pemecahan Soal CeritaAbstract
Peran matematika dalam kehidupan sehari-hari sangat penting, termasuk dalam materi operasi hitung pecahan. Penerapan materi pecahan, sering dijumpai pada kegiatan jual beli, sehingga dengan menggunakan soal cerita, siswa akan lebih dapat memahami materi. Selain itu, dalam proses pemecahan soal cerita juga dapat melatih daya berfikir kritis dan kreatif. Namun, banyak siswa mengalami kesulitan dalam menyelesaikan soal cerita pecahan. Mulai dari kesalahan membaca simbol, memahami makna, mengubah soal menjadi model matematika, salah dalam prosedur atau langkah-langkah penyelesaian serta dalam ketelitian menuliskan jawaban akhir. Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dialami siswa dalam menyelesaikan soal cerita pecahan, sehingga dapat membantu penelitian selanjutnya dalam menemukan solusi. Penulisan artikel ilmiah ini menggunakan Systematic Literatur Review dengan metode Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Hasil dari penelitian menunjukan bahwa siswa mengalami kesulitan menyelesaikan soal cerita pada materi operasi hitung pecahan. Berpedoman pada indikator dari kesalahan Newman, dapat diperoleh kesimpulan bahwa tipe kesulitan yang paling banyak dialami siswa ialah transformation error (27,77%), comprehension error (27,77%), procces skill error (27,77%), encoding error (11,12%), dan reading error (5,57%). Â
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The role of mathematics in everyday life is crucial, including in the topic of fraction arithmetic operations. The application of fraction concepts is often encountered in buying and selling activities, and using word problems can help students better understand the material. Additionally, solving word problems can also train critical and creative thinking skills. However, many students face difficulties in solving fraction word problems. These difficulties range from misreading symbols, understanding the meaning, converting problems into mathematical models, making errors in procedures or solution steps, to inaccurately writing the final answer. This research aims to identify the difficulties that students encounter in solving fraction word problems, in order to assist future research in finding solutions. This scientific article was written using the Systematic Literature Review with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The results of the research show that students experience difficulties in solving word problems related to fraction arithmetic operations. Based on the indicators of Newman's errors, it can be concluded that the most common types of difficulties experienced by students are transformation errors (27.77%), comprehension errors (27.77%), process skill errors (27.77%), encoding errors (11.12%), and reading errors (5.57%).
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