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All Journal Teorema: Teori dan Riset Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif)
Nelly Fitriani
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Education Mathematics

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DESKRIPSI KESALAHAN SISWA MEMECAHKAN SOAL BERBENTUK CERITA PADA MATERI SEGIEMPAT Meli Susanti; Luvy Sylviana Zanthy; Nelly Fitriani
Teorema: Teori dan Riset Matematika Vol 5, No 1 (2020): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.041 KB) | DOI: 10.25157/teorema.v5i1.3200

Abstract

Soal cerita pada materi segiempat merupakan soal yang sering ditemui oleh siswa, namun kemampuan siswa dalam menyelesaikan soal materi segiempat masih banyak melakukan kesalahan dan kekeliruan.  Hasil penelitian menunjukkan bahwa tingkat kesalahan jawaban siswa masih sangat tinggi. Kesalahan terjadi pada pemahaman siswa dalam memahami permasalahan yang terdapat pada soal, sehingga siswa mengalami kekeliruan dalam menjawab soal dengan tidak menuliskan informasi yang terdapat pada soal, keliru menggunakan rumus, keliru pada saat mengoperasikan bilangan dan tidak melengkapi dengan kesimpulan jawaban. Penelitian bertujuan untuk menganalisis dan mendeskripsikan kesalahan siswa dalam menjawab soal cerita materi segiempat. Evaluasi kegiatan belajar dengan cara melihat hasil jawaban siswa. Metode yang digunakan dalam penelitian yaitu metode deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII di SMP IT Budi Luhur Kota Cimahi sebanyak 17 siswa dengan kemampuan bervariasi. Teknik pengambilan data dengan soal uraian sebanyak empat buah dan wawancara langsung dengan siswa.
LEARNING OBSTACLE : SISWA MTs. KELAS VIII DALAM MENYELESAIKAN SOAL MATERI BARISAN DAN DERET ARITMATIKA BERDASARKAN LEVEL KOGNITIF HOTS Lusiana Tika Syafitri; Nelly Fitriani; Puji Nurfauziah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 6, No 3 (2023): Mei
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i3.17566

Abstract

This study aims to further examine learning obstacles: MTs.class VIII students in solving arithmetic sequence and series material problems based on the cognitive level of HOTS (High-Order Thinking Skills) with the aim of analyzing and describing the location of errors experienced by students in completing material problems in the Rows and Arithmetic Series material. In this study, the method used was descriptive qualitative. The subjects in this study were MTs. class VIII students in Cikembang, Bandung Regency for the 2021-2022 academic year. The data collection technique was carried out by providing 5 questions of the description test with the criteria of the HOTS cognitive level. With the indicators used are (1) Finding the nth term of the arithmetic row of an already given row (C4). (2) Create the nth pattern and tribe of an arithmetic series (C6). (3) Comparing the differences and nth tribes on the arithmetic sequence (C5). Based on the results of the analysis, it is stated that there are some difficulties for students when solving arithmetic rows and series questions on the indicator of question number 2 is relatively high, namely the indicator Making patterns and nth tribes of an arithmetic series with an error percentage of 85%. Furthermore, question number 4 shows the indicator Solving contextual problems related to the nth term of the arithmetic sequence with an error percentage of 75%.
IDENTIFIKASI KESALAHAN SISWA MTS DALAM MEMAHAMI SOAL TES PADA MATERI HIMPUNAN BERDASARKAN TAKSONOMI BLOOM LEVEL KOGNITIF Suci Nur Harisma; Nelly Fitriani; Puji Nurfauziah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 6, No 3 (2023): Mei
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i3.17517

Abstract

The purpose of the research is to identify errors experienced by students in answering or solving questions in the set material. This research was conducted using a qualitative descriptive method with the subject of the study, namely 23 class VII students in Bandung for the 2022-2023 academic year. Data collection is carried out through the provision of mathematical problem tests on set materials with problem indicators (1) Analyze the definition of the set, (2) Analyze the statements of the members of the set, (3) Finding the number of members of the set, (4) Making the statement of the set in the venn diagram, (5) Solving contextual problems in the set. The data analysis technique used in this study conducted an assessment of students' answers, determined the wrong answers on the student's answer sheet and calculated the percentage of errors. The results showed that the highest indicator had an error, namely the indicator of solving contextual problems in the set material with a percentage reaching 70.91%. The factors that cause errors in solving set questions are due to students' lack of understanding in defining the set, stating the set by registering its members as a set, stating the relationship between the association and the venn diagram, low students in the ability to solve story problems and lack of accuracy of students when doing questions.
KESALAHAN SISWA MTS DALAM MEMAHAMI SOAL TES PADA MATERI HIMPUNAN BERDASARKAN TAKSONOMI BLOOM LEVEL KOGNITIF Suci Nur Harisma; Nelly Fitriani; Puji Nurfauziah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 6, No 3 (2023): Mei
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i3.17517

Abstract

The purpose of the research is to identify errors experienced by students in answering or solving questions in the set material. This research was conducted using a qualitative descriptive method with the subject of the study, namely 23 class VII students in Bandung for the 2022-2023 academic year. Data collection is carried out through the provision of mathematical problem tests on set materials. The data analysis technique used in this study conducted an assessment of students' answers, determined the wrong answers on the student's answer sheet and calculated the percentage of errors. The results showed that the highest indicator had an error, namely the indicator of solving contextual problems in the set material with a percentage reaching 70.91%. The factors that cause errors in solving set questions are due to students' lack of understanding in defining the set, stating the set by registering its members as a set, stating the relationship between the association and the venn diagram, low students in the ability to solve story problems and lack of accuracy of students when doing questions.
Co-Authors Lusiana Tika Syafitri Luvy Sylviana Zanthy Meli Susanti Puji Nurfauziah Puji Nurfauziah Suci Nur Harisma