Students Errors in Solving Mathematical Problems Based on Newman Procedures Vanya Aridanthy (1*), Dadan Dasari (2), Sufyani Prabawanto (2)
1*)Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
2)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*vanyaaridanthy[at]upi.edu
Abstract
This research is motivated by the low learning outcomes of students in mathematics, one of which is in solving mathematics problems. This study aims to determine the type of error, causes, and overcome the students errors, especially in completing mathematical problems dealing with fraction. The subjects of this study were 3 students of grade 4, a elementary school in Padang. Newman error analysis procedure were used to identify the errors. The study is a qualitative research with a case study design. The data collection used from written test and interview. Based on the data analysis, it can be concluded that the students made conceptual and procedural errors. The students conceptual errors were found in: (1) errors in addition of fractions, and (2) errors in subtracting of fractions. Meanwhile, students procedural errors were found in: (1) reading errors in understanding the problem, (2) errors in transformation, (3) errors in the counting process, and (4) errors in writing answers. The causes of this error is students do not understand what is meant by the solution to fractions and not familiar with fraction operation problems.
