Keywords
story problems
gender
Newman theory
How to Cite
Abstract
This study research to determine the differences in the types of errors and the cause students' errors in solving fraction story problems by male and female students in terms of Newman's theory. This research is using a qualitative approach to the type of case study. The subjects of this study were 3 male and 3 female students in grade VII MTsN 2 Trenggalek. The selection of research subjects was carried out based on the same mathematical ability and the suitability of gender criteria. The data collection techniques are written tests, unstructured interviews, and documentation. Data analysis techniques are data reduction, data presentation, and conclusion drawing. Based on the results of the study, (1) it was not found that male students and female students made reading errors, (2) male students and female students made comprehension errors with the same percentage, the cause was not writing down what was known and asked, (3) only male students made a transformation errors, the cause was choosing the wrong operation, formula, not converting the problem into mathematical form, (4) male students making process skill errors with a higher percentage than female, the cause was student perform the wrong operations, processes, and calculation results, while female students make mistakes in the process and calculation results, (5) male students make encoding error with higher percentage, the cause was students incorrectly or not writing the final answer.
References
Agnesti, Y., & Amelia, R. (2020). Analisis kesalahan siswa kesalahan VIII SMP di Kabupaten Bandung Barat dalam menyelesaikan soal cerita pada materi perbandingan ditinjau dari gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 151–62. https://doi.org/10.31004/cendekia.v4i1.186
Amelia, M., Sariningsih, R., & Hidayat, W. (2020). Analisis persepsi kesalahan siswa SMP pada soal materi statistika ditinjau dari perbedaan gender. Jurnal Pembelajaran Matematika Inovatif, 3(5), 475–84. https://doi.org/10.22460/jpmi.v3i5.475-484.
Amir, MZ. Z. (2013). Perspektif gender dalam pembelajaran matematika. Marwah: Jurnal Perempuan, Agama dan Jender, 12(1), 15. https://doi.org/10.24014/marwah.v12i1.511
Hidayati, D. N., Sulistyani, N., & Pantiwati, Y. (2020). Analisis kesalahan penyelesaian soal cerita matematika HOTS berdasarkan Teori Newman pada siswa kelas V SD. Jurnal Pendidikan Profesi Guru, 1(1), 39–50.
Holisin, I. (2009). Melatih penalaran siswa Sekolah Dasar dalam memahami konsep bilangan pecahan dan menyelesaikan masalah penjumlahan dan pengurangan bilangan pecahan. Didaktis, 8(3), 20–33.
Jeharut, E. H. M., Hariyani, S., & Wulandari, T. C. (2019). Analisis Kesalahan Menyelesaikan Soal Cerita Berdasarkan Tahapan Newman Ditinjau Dari Gender. Prosiding Seminar Nasional FST 2019~Universitas Kanjuruhan Malang, 2, 575–82.
Karnasih, I. (2015). Analisis kesalahan Newman pada soal cerita matematis. Jurnal PARADIKMA, 8(April), 37–51.
Mulyani, M. & Muhtadi, D. (2019). Analisis kesalahan siswa dalam menyelesaikan soal trigonometri tipe Higher Order Thinking Skill ditinjau dari gender. Jurnal Penelitian dan Pembelajaran Matematika, 12(1), 1–16. https://doi.org/10.30870/jppm.v12i1.4851
Murtiyasa, B. & Wulandari, V. (2020). Analisis kesalahan siswa materi bilangan pecahan berdasarkan teori Newman. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(3), 713. https://doi.org/10.24127/ajpm.v9i3.2795
Nisa, M. K. & Rejeki, S. (2017). Analisis kesalahan siswa kelas VII dalam memecahkan soal matematika model PISA konten quantity. Seminar Nasional Pendidikan Matematika, 1–8.
Nurikawai, D., Sagita, L., & Setiyani, S. (2021). Analisis kesulitan pemahaman konsep matematis siswa dalam menyelesaikan soal bentuk aljabar dengan prosedur Newman. Journal of Honai Math, 4(1), 49–66. https://doi.org/10.30862/jhm.v4i1.157
Oktaviani, H. & Suprihatiningsih, S. (2021). Analisis kesalahan Newman pada pemecahan masalah siswa kelas VII SMP N 15 Yogyakarta. Riemann, 3(1), 1–8.
Pramesti, T., Sukamto., & Wardshana, M.Y.S. (2020). Analisis kesalahan siswa berdasarkan prosedur Newman dalam menyelesaikan soal cerita materi pecahan pada kelas IV SD Negeri Manyaran 02 Semarang. (special), 26–36.
Ramlah, R., Bennu, S., & Paloloang, B. 2017. Analisis kesalahan siswa dalam menyelesaikan soal penjumlahan dan pengurangan pecahan di kelas VII SMPN Model Terpadu Madani. JIPMat, 1(2). https://doi.org/10.26877/jipmat.v1i2.1245
Safitri, D. (2017). Identifikasi kesalahan siswa dalam menyelesaikan soal matematika berdasarkan metode analisis kesalahan Newman. Jurnal Dewantara, III, 47–59.
Savitri, D. A. & Yuliani, A. (2020). Analisis kesalahan siswa dalam menyelesaikan permasalahan trigonometri ditinjau dari gender berdasarkan Newman. JPMI (Jurnal Pembelajaran Matematika Inovatif), 3(5), 463–74. https://doi.org/10.22460/jpmi.v3i5.463-474
Sudirman, Cahyono, E., & Kadir. (2018). Analisis kemampuan koneksi matematis siswa SMP pesisir ditinjau dari perbedaan gender. Jurnal Pembelajaran Berfikir Matematika, 3(2), 11–22.
Zulfayanto, I., Lestari, S., & Ilmiah, T. (2021). Analisis kesalahan dalam menyelesaikan masalah himpunan siswa SMP kelas VII ditinjau dari gender. Mathline, 6(1), 33-54.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.