Analysis of Students' Errors in Solving Story Problems on Probability for Grade 8 Based on Newman's Stages Reviewed from the Perspective of Mathematical Ability Levels

Andini Rusdianawati; Rustanto Rahardi; Imam Rofiki

doi:10.24014/sjme.v11i2.31924

Analysis of Students' Errors in Solving Story Problems on Probability for Grade 8 Based on Newman's Stages Reviewed from the Perspective of Mathematical Ability Levels

Andini Rusdianawati, Rustanto Rahardi, Imam Rofiki

Abstract

The purpose of this study is to describe the errors that arise when students work on probability problems by applying Newman's stages, viewed from students' mathematical abilities. This descriptive study uses a qualitative approach. The research subjects consisted of six eighth-grade students from MTs Al Huda. The subjects were selected using a purposive sampling technique. In this study, the instruments used included a written test and an interview guideline. The written test consisted of two items, and the interview guideline had been validated by experts and declared valid. Students with high mathematical ability made errors at the process skill stage. The leading cause of errors among students with high mathematical ability was a lack of carefulness when performing calculations. Meanwhile, students with moderate mathematical ability made errors at the transformation and process skill stages. The main factors causing errors among students with moderate mathematical ability were a lack of understanding of changes in the sample space in situations without replacement and a lack of understanding of the rules for simplifying fractions. On the other hand, students with low mathematical ability experienced errors at the reading, transformation, process skill, and encoding stages. Several main factors caused the errors made by students in the low-ability category: (1) errors in interpreting words or terms in the problem, (2) a lack of understanding of probability concepts, (3) a lack of understanding of the rules for simplifying fractions, and (4) inability to determine conclusions from the answers in accordance with the given problem.

Keywords

analisis kesalahan; peluang; kemampuan matematika; tahapan Newmann

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DOI: http://dx.doi.org/10.24014/sjme.v11i2.31924