Analisis Kesalahan Siswa Berdasarkan Teori Newman pada Materi Pecahan

Authors

  • Azra Fauzi STKIP Harapan Bima
  • Sindi Nur Diansyah STKIP Harapan Bima

DOI:

https://doi.org/10.58258/jupe.v6i1.2140

Keywords:

Analisis Kesalahan Teori Newman Materi Pecahan

Abstract

The purpose of this study is to describe errors in problems solving according to Newman's theory on the questions of pre test and post test. Newman's theory states that there are 5 phases in solving problems, its: 1) reading, 2) understanding, 3) transformation, 4) process, and 5) endcoding. The subjects of this study were 3 grade VII students of Junior High School of Aisyiyah Boarding School Malang. The pretest results were analyzed then concluded that students still made a lot of mistakes, in an effort to minimize mistakes researchers used interactive media as learning media. Post test results showed good differences in the score before and after the use of the media.

References

Ball, D. L. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21, 132-144.

Budiyono. 2008. Kesalahan Mengerjakan Soal Cerita dalam Pembelajaran Matematika. Paedagogia.11(1): 1-8

Chappell, K. K., & Killpatrick, K. (2003). Effects of concept-based instruction on students conceptual understanding and procedural knowledge of calculus.

Davis, E.J. Mc. Killip, W.D. (1980). “Improving Story-Problem Solving in Elementary School Mathematics”: Stephen Krulik and Robert E. Reys (editor). Problem Solving inSchool Mathematics: 1980 Year Book. Reston, Virginia: National Council of Teacher of Mathematics.

Effandi, Z., & Norliza, Z. (2009). Conceptual and procedural knowledge of rational numbers in trainee teachers. European Journal of Social Sciences, 9(2), 202-217.

Ellerton, N. F., & Clements, M. A. (1996). Newman error analysis. A comparative study involving Year 7 students in Malaysia and Australia. Technology and mathematics education, 186-193.

Hariastuti, R. M. (2017). Permainan tebak-tebakan buah manggis: sebuah inovasi pembelajaran matematika berbasis etnomatematika. Jurnal Matematika dan Pendidikan Matematika, 2(1), 25–35.

Istiqlal, M. (2017). Pengembangan Multimedia Interaktif dalam Pembelajaran Matematika, Jurnal Ilmiah Pendidikan Matematika, 2(1).

Jones, G. A., Langrall, C. W., Thornton, C. A., & Mogill, A. T. (1999). Students' probabilistic thinking in instruction. Journal for Research in Mathematics Education, 487-519. htp://dx.doi.org/10.2307/749771.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up. Helping Children Learn Mathematics. USA: National Academy Science.

Mack, N.K. (1995). Confounding whole-number and fraction concepts when building on informal knowledge. Journal for Research in Mathematics Education, 26, 422-441.

Marchionda, H. (2006). Preservice teacher procedural and conceptual understanding of fractions and the effects of inquiry based learning on this understanding (Doctoral dissertation, Clemson University).

Nurulaen, Y. (2011). Edisi Khusus No. 2, Agustus 2011. Jurnal Penelitian Pendidikan, Edisi Khusus (2), 154–163.

Pandansari, P., & Gofur, A. (2016). Pengembangan Multimedia Interaktif untuk Pembelajaran Desain Busana di SMK. Jurnal Inovasi Teknologi Pendidikan, 9(2), 237-248.

Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111-122.

Rahaimah, S., & Noraini, I. (2003). A Model To Identify The Level Of Numeracy Understanding Of Primary School Pupils: A Case Study. International Journal of Computer Applications, 67(5).

Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346 –362. doi: 10.1037/0022-0663.93.2.346

Rizvi, N. F., & Lawson, M.J. (2007). Prospective teachers knowledge: Concept of division. International Education Journal, 8, 337-392.

Singh, P., Rahman, A. A., & Hoon, T. S. (2010). The Newman Procedure for Analyzing Primary Four Pupils Errors on Written Mathematical Tasks: A Malaysian Perspective. Procedia-Social and Behavioral Sciences, 8, 264-271. http://dx.doi.org/10.1016/j.sbspro.2010.12.036

Sutawidjaja, A., & Afgani, J. (2015). Konsep Dasar Pembelajaran Matematika. Pembelajaran Matematika, 1–25.

Downloads

Published

2021-06-29

Issue

Vol. 6 No. 1 (2021)

Section

Articles

License

Publication Ethics

This scientific code of ethics statement is a code of ethics statement for all parties involved in the publication process of scientific journals, namely managers, editors, reviewers, and authors. The statement of the ethical code of scientific publications is based on the Head Regulation of LIPI Number 5 of 2014 concerning the Code of Ethics for Scientific Publication, which in essence is the Code of Ethics for Scientific Publication which essentially upholds the three ethical values in publication, namely

  1. Neutrality, which is free from conflicts of interest in the management of publications;
  2. Justice, namely to give authorship rights to those who are entitled as authors / writers; and
  3. Honesty, which is free from duplication, fabrication, falsification, and plagiarism (DF2P) in publications.

Editor-in-Chief’s Duties and Responsibilities of the

  1. Determine the name of the journal, scope of science, scale, and accreditation if necessary.
  2. Determine editor membership.
  3. Defining relationships between publishers, editors, best partners, and other parties.
  4. Respect confidential matters, both for contributing researchers, authors, editors, and best-partner partners.
  5. Implement norms and provisions regarding intellectual property rights, especially copyright.
  6. Conduct a journal policy review and submit it to authors, editors, best partners, and readers.
  7. Make a code of conduct guide for editors and best partners.
  8. Publish journals regularly.
  9. Ensure the availability of funding sources for the sustainability of journal publishing.
  10. Building a network of cooperation and marketing.
  11. To improve the quality of the journal.
  12. Prepare licensing and other legal aspects.

Editor's Duties and Responsibilities

  1. The editor comments on the author's writing so the reader can understand what the writer wants to say, through comments written on the script.
  2. The editor comments on the author's writing in accordance with the EYD language (Enhanced Spelling) or the language according to the standard of the journal.
  3. The editor strives to improve the quality of publications on an ongoing basis;
  4. The editor puts forward freedom of opinion objectively,
  5. The editor conveys corrections, clarifications, withdrawals, and apologies if needed,
  6. The editor ensures that the writer's writings are not related to SARA or anything that could harm the Publisher and coordinate the writer's writings to the editor in chief of the publisher if the writing is slightly controversial.
  7. Editor receives, examines, and follows up complaints from all parties involved in publishing the journal;
  8. The editor supports initiatives to educate researchers about the ethics of publication,
  9. Editors do not maintain their own opinions, authors or third parties that can result in non-objective decisions,
  10. The editor encourages the author, so that he can make repairs to the paper until it is worth publishing.
  11. The editor performs the layout of the manuscript to be published so that it matches the journal template.
  12. Editor membantu pemimpin redaksi dalam menyelesaikan pengumpulan naskah sebelum dicetak dan diterbitkan, terutama dalam hal bahasa, format, dan tata letak.

Tugas dan Tanggung Jawab Peninjau

  1. Memberikan umpan balik tertulis yang objektif dan tidak bias tentang nilai beasiswa dan kontribusi naskah terhadap pengembangan ilmu pengetahuan;
  2. Menunjukkan apakah penulisan naskah cukup jelas, lengkap, dan relevan, serta apakah naskah sesuai dengan ruang lingkup jurnal;
  3. Tidak memberikan kritik atau komentar yang bersifat pribadi; dan
  4. Menjaga kerahasiaan naskah, dengan tidak membicarakannya dengan pihak-pihak yang tidak terkait, atau mengungkapkan informasi yang terkandung dalam naskah kepada pihak lain.

Tugas dan Tanggung Jawab Administrator Situs Web

Administrator Situs Web adalah orang yang bertanggung jawab untuk mengelola situs web jurnal. Secara spesifik, ruang lingkup tugas Administrator Situs Web adalah sebagai berikut:

  1. Menyiapkan situs web jurnal;
  2. Konfigurasikan opsi sistem dan kelola akun pengguna;
  3. Daftar untuk editor, pengulas, dan penulis;
  4. Kelola fitur jurnal;
  5. Melihat statistik laporan; dan
  6. Unggah/terbitkan makalah yang sudah diterima.

    Pemberitahuan Hak Cipta
    Penulis yang menerbitkan karya ilmiahnya di Jurnal Ilmiah Mandala Education setuju dengan ketentuan berikut:

    1. Penulis memegang hak cipta dan memberikan jurnal hak penerbitan pertama dengan karya yang dilisensikan secara bersamaan di bawah  Lisensi Atribusi Creative Commons (CC BY-SA 4.0)  yang memungkinkan orang lain untuk berbagi karya tersebut dengan pengakuan atas kepengarangan karya dan publikasi awal dalam jurnal ini. 
    2. Penulis dapat membuat pengaturan kontraktual tambahan yang terpisah untuk distribusi non-eksklusif atas versi karya yang diterbitkan jurnal tersebut (misalnya, mengunggahnya ke repositori institusi atau menerbitkannya dalam sebuah buku), dengan pengakuan atas penerbitan awalnya di jurnal ini.
    3. Penulis diizinkan dan didorong untuk mengunggah karya mereka secara daring (misalnya, di repositori institusi atau di situs web mereka) sebelum dan selama proses penyerahan, karena hal ini dapat mengarah pada pertukaran yang produktif serta kutipan yang lebih awal dan lebih banyak dari karya yang diterbitkan.

How to Cite

Analisis Kesalahan Siswa Berdasarkan Teori Newman pada Materi Pecahan. (2021). JUPE : Jurnal Pendidikan Mandala, 6(1). https://doi.org/10.58258/jupe.v6i1.2140