Keywords
Newman’s theory
cognitive style
word problems
fractions
How to Cite
Abstract
This study aimed to identify and analyze the types of errors made by fourth-grade elementary school students when solving mathematical word problems on fractions based on Newman’s Error Analysis theory, viewed from the perspective of cognitive style. This descriptive qualitative study involved 69 fourth-grade students from two elementary schools in Malang City, Indonesia. The research instruments consisted of: (1) the GEFT to identify students’ cognitive styles, (2) a validated fraction word problem test, and (3) an interview protocol based on Newman’s error indicators. Data were collected through four stages: (1) classifying students according to their cognitive styles, (2) administering the fraction word problem test, (3) analyzing students’ errors based on Newman’s Error Analysis theory, and (4) conducting in-depth interviews with seven FI students and seven FD students to confirm the types of errors they made. The data were analyzed using descriptive qualitative analysis to identify patterns of errors based on Newman’s error analysis indicators in relation to the students’ cognitive styles. The findings revealed that the most prevalent error was transformation error (31.41%), followed by comprehension error (24.15%). Most students exhibited a FD cognitive style (86.96%), whereas only 13.04% demonstrated a FI cognitive style. Differences in error patterns were observed between the two cognitive styles. FI students tended to make more transformation, process skill, and encoding errors, whereas FD students more frequently made reading and comprehension errors. These findings have important implications for mathematics instruction in elementary schools, particularly in developing instructional strategies that take students’ cognitive styles into account to reduce errors in solving mathematical word problems.
References
Afwika, A., Jarmita, N., & Hayati, Z. (2023). Analisis penyelesaian soal cerita matematika berdasarkan prosedur Newman ditinjau dari gaya kognitif siswa. Indonesian Journal of Teaching and Teacher Education, 3(1), 22–26. https://doi.org/10.58835/ijtte.v3i1.190
Agustiani, N. (2021). Analyzing students’ errors in solving sequence and series application problems using Newman procedure. International Journal on Emerging Mathematics Education, 5(1), 23–32. https://doi.org/10.12928/ijeme.v5i1.17377
Annurwanda, P., & Sutriati, H. (2024). Analisis kesalahan dalam menyelesaikan masalah matematika berdasarkan Newman’s error analysis ditinjau dari gaya kognitif siswa. Jurnal Penelitian Pendidikan, 16(1), 12–25. https://doi.org/10.21137/jpp.2024.16.1.2
Ardianzah, M. A., & Wijayanti, P. (2020). Analisis kesalahan siswa SMP dalam menyelesaikan soal cerita berdasarkan tahapan Newman pada materi bangun datar segiempat. MATHEdunesa, 9(1), 40–47. https://doi.org/10.26740/mathedunesa.v9n1.p40-47
Clements, M. A. (Ken). (1980). Analyzing children’s errors on written mathematical tasks. Educational Studies in Mathematics, 11, 1–21. https://doi.org/10.1007/BF00369157
Ekadayanti, W., Saputra, E. E., Fista, B., & Yanti, N. R. (2024). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika SD kelas V berdasar Newman error analysis. Student Journal of Early Childhood Education, 4(1), 83–93. https://doi.org/10.37411/sjece.v4i1.3041
Fatmawati, D. P., & Nasution, N. B. (2024). Kesalahan dalam menyelesaikan soal cerita berdasarkan teori Newman ditinjau dari computational thinking. Prosiding Diskusi Panel Nasional Pendidikan Matematika, 10, 239–250. https://proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/7358
Febryana, E., Sudiana, R., & Pamungkas, A. S. (2023). Analisis kesalahan siswa dalam menyelesaikan soal matematika bertipe HOTS berdasarkan teori Newman. SJME (Supremum Journal of Mathematics Education), 7(1), 15–27. https://doi.org/10.35706/sjme.v7i1.6586
Fitriani, H. N., Turmudi, & Prabawanto, S. (2018). Analysis of students’ error in mathematical problem solving based on Newman’s error analysis. International Conference on Mathematics and Science Education, 3(1), 791–796. https://garuda.kemdiktisaintek.go.id/documents/detail/891270
Hsu, N. S., Kuchinsky, S. E., & Novick, J. M. (2021). Direct impact of cognitive control on sentence processing and comprehension. Language, Cognition and Neuroscience, 36(2), 211–239. https://doi.org/10.1080/23273798.2020.1836379
Khusna, A. A., Utami, R. E., & Nursyahidah, F. (2021). Kesalahan siswa dalam menyelesaikan soal sistem persamaan linear dua variabel tipe HOTS ditinjau dari gaya kognitif di masa pandemi COVID-19. Jurnal Tadris Matematika, 4(1), 77–94. https://doi.org/10.21274/jtm.2021.4.1.77-94
Kristianti, L. W., & Retnawati, H. (2020). An analysis of students’ error in completing the contextual problems based on Newman’s procedure. Journal of Physics: Conference Series, 1511(1), 012036. https://doi.org/10.1088/1742-6596/1511/1/012036
Labibah, N., Damayani, A. T., & Sary, R. M. (2021). Analisis kesalahan siswa berdasarkan teori Newman dalam menyelesaikan soal cerita pada materi pecahan kelas V Madrasah Ibtidaiyah. Journal for Lesson and Learning Studies, 4(2), 208–216. https://ejournal.undiksha.ac.id/index.php/JLLS/article/view/33265
Luhukay, R. M., Mataheru, W., & Molle, J. S. (2023). Analisis kesalahan dalam menyelesaikan soal cerita matematika berdasarkan Newman. Science Map Journal, 5(1), 1–9. https://ojs3.unpatti.ac.id/index.php/sciencemap/article/view/6713
Maspupah, A., & Purnama, A. (2020). Analisis kesulitan siswa MTs kelas VIII dalam menyelesaikan soal cerita sistem persamaan linear dua variabel ditinjau dari perbedaan gender. Jurnal Cendekia, 4(1), 237–246. https://doi.org/10.31004/cendekia.v4i1.193
Nugraha, D. S., Supratman, S., & Rahayu, D. V. (2023). Analisis kesalahan peserta didik dalam menyelesaikan soal cerita berdasarkan analisis Newman ditinjau dari gaya kognitif. PRISMA, 12(1), 150. https://doi.org/10.35194/jp.v12i1.2733
Nugroho, I. A., Purbasari, I., & Bakhruddin, A. (2023). Analisis pola kesulitan belajar matematika dalam menyelesaikan soal operasi hitung pecahan pada siswa Sekolah Dasar. Prismatika: Jurnal Pendidikan Dan Riset Matematika, 6(1), 182–197. https://ejurnal.uibu.ac.id/index.php/prismatika/article/view/1159
Popham, W. J. (2019). Classroom assessment: What teachers need to know (9th ed.). Pearson.
Puspita, C. R., Ikashaum, F., & Lestari, F. (2022). Proses memecahkan masalah matematika ditinjau dari gaya kognitif tipe field independent dan field dependent. LINEAR: Journal of Mathematics Education, 3(2), 120–134. https://doi.org/10.32332/linear.v3i2.5643
Shoimah, R. N., & Syafi’aturrosyidah, M. (2021). Penggunaan media pembelajaran konkret untuk meningkatkan aktivitas belajar dan pemahaman konsep pecahan. MIDA: Jurnal Pendidikan Dasar Islam, 4(2), 1–18. https://e-jurnal.unisda.ac.id/index.php/mida/article/view/4055
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. https://doi.org/10.1016/j.sbspro.2010.12.036
Son, A. L., Darhim, & Fatimah, S. (2019). An analysis of student error of algebraic problem solving based on Polya and Newman theory. Journal of Physics: Conference Series, 1315(1), 012069. https://doi.org/10.1088/1742-6596/1315/1/012069
Sundayana, R., & Parani, C. E. (2023). Analyzing students’ errors in solving trigonometric problems using Newman’s procedure based on students’ cognitive style. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 135–144. https://doi.org/10.31980/mosharafa.v12i1.762
Syamsi, N. (2022). Pengaruh model pembelajaran Realistic Mathematics Education terhadap hasil belajar matematika siswa kelas V SDN 3 Tapa Bone Bolango. Prosiding Seminar Nasional Pendidikan Dasar, 174–181. https://ejurnal.pps.ung.ac.id/index.php/PSNPD/article/view/1063
Utami, H. S., & Puspitasari, N. (2022). Kemampuan pemecahan masalah siswa SMP dalam menyelesaikan soal cerita pada materi persamaan kuadrat. PowerMathEdu, 1(1), 57–68. https://doi.org/10.31980/pme.v1i1.1366
Winanda, D. R., Jumri, R., & Ramadianti, W. (2024). Penggunaan media pecahan Untuk pembelajaran matematika menyenangkan kelas V SDN 65 Kota Bengkulu. Journal Of Human And Education (JAHE), 4(3), 553–558. https://doi.org/10.31004/JH.V4I3.1063
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64. https://doi.org/10.3102/00346543047001001
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2026 Jurnal Tadris Matematika