Students' Errors in Solving Algebraic Dominant Numeration Problems Based on Kastolan Theory
Main Article Content
Abstract
Minimum competency assessment is a basic competency that all students need to be able to develop their own abilities and play an active role in society in positive activities. Minimum competency assessment aims to measure students' cognitive learning outcomes which include reading literacy and numeracy competencies. This study aims to determine the types of errors made by students in solving algebraic domain numeracy problems based on the kastolan theory, namely: (1) conceptual errors, (2) procedural errors, (3) technical errors. The research that has been conducted is a qualitative descriptive study with a research instrument of three AKM type algebra essay questions on 26 class VIII 3 students at SMP N 1 Tambusai. The results obtained based on the results of student answer sheets include: (1) conceptual errors of 30.76%, procedural errors of 38.46%, and technical errors of 32.05%. It can be concluded that the mistakes that students often make are procedural errors. The results of this study provide an overview of the various errors made by students in solving algebraic domain AKM problems, so that they can determine follow-up actions so that students' numeracy skills become better.
Article Details
References
Ario, M. (2016). Analisis kemampuan penalaran matematis siswa SMK setelah mengikuti Muta’ali, J. A. (2020). Opini masyarakat tentang asesmen nasional sebagai pengganti ujian nasional. Journal of Chemical Information and Modeling, 53(9), 1689-1699.
Naufal, H., & Amalia, S. R. (2022, January). Peningkatan kemampuan literasi matematika siswa di era merdeka belajar melalui model blended learning. In Prosandika UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan) (Vol. 3, No. 1, pp. 333-340).
Sani, R. A. (2021). Pembelajaran berorientasi AKM: Asesmen kompetensi minimum. Bumi Aksara.
Setianingsih, R. (2022). Analisis kemampuan numerasi siswa SMA dalam menyelesaikan soal asesmen kompetensi minimum (AKM). MATHEdunesa, 11(3), 837-849.
Pujisari, A., & Khotimah, R. P. (2016). Analisis kesalahan siswa dalam menyelesaikan soal bentuk aljabar kelas VII SMP (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
Kahar, M. S., & Layn, M. R. (2017). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 3(2), 95-102.
Ulifa, S. N. (2014). Hasil analisis kesalahan siswa dalam menyelesaikan soal matematika pada materi relasi. Jurnal Pendidikan Matematika STKIP PGRI Sidoarjo, 2(1), 1-12.
Kastolan. (1992). Identifikasi jenis-jenis kesalahan menyelesaikan soal-soal matematika yang dilakukan siswa kelas 2 Program A1 SMA Negeri Sekotamadya. In IKIP Malang.