ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL MATERI PROGRAM LINEAR BERDASARKAN TEORI NEWMAN - Milhatunnisa Marits, - (2023)
Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa menyelesaikan soal program linier melalui teori Newman ditinjau dari Kemampuan Awal Matematika (KAM), menjelaskan penyebab dan solusi mengatasi kesalahan tersebut. Metode yang digunakan yaitu pendekatan kualitatif dengan teknik pengumpulan data berupa tes, wawancara, dan studi dokumentasi. Subjek penelitian yang terlibat dalam penelitian ini adalah 32 siswa kelas XI di salah satu SMK Negeri di Kota Bandung yang direduksi menjadi sembilan orang siswa yang diklasifikasikan menjadi tiga tingkatan sesuai KAM. Hasil penelitian menunjukkan siswa dengan KAM tinggi sangat sedikit yang melakukan kesalahan transformation dan process, dan sebagian besar siswa melakukan kesalahan encoding. Siswa dengan KAM sedang sebagian kecil melakukan kesalahan comprehention, transformation, dan process. Kesalahan encoding hampir seluruh siswa dengan KAM sedang melakukan kesalahan tersebut. Pada siswa dengan KAM rendah kesalahan readimg dilakukan oleh sangat sedikit siswa. Kesalahan comprehention, transformation dan process dilakukan sebagian besar siswa. Terakhir, kesalahan encoding dilakukan oleh hampir seluruh siswa dengan kemampuan KAM rendah. Penyebab kesalahan siswa berbeda pada tiap tingkatan kemampuan awal, sehingga solusinya pun berbeda tiap tingkatnya. This study aims to describe students' mistakes in solving linear programming problems through Newman's theory in terms of Early Mathematics Ability (KAM), explaining the causes and solutions to overcome these errors. The method used is a qualitative approach with data collection techniques in the form of tests, interviews, and documentation studies. The research subjects involved in this study were 32 class XI students at one of the State Vocational Schools in the city of Bandung which were reduced to nine students who were classified into three levels according to KAM. The results showed that very few students with high KAM made transformation and process errors, and most students made encoding errors. Students with moderate KAM made a few errors in comprehension, transformation, and process. Encoding errors, almost all students with KAM are making these mistakes. For students with low KAM, very few students made readimg errors. Comprehension, transformation and process errors were made by most of the students. Finally, encoding errors were made by almost all students with low KAM abilities. The causes of student errors are different at each level of initial ability, so the solutions are different at each level.