Analysis of student errors based on newman's stages in solving questions on social arithmetic

Abstract

This research aims to determine the types of errors made by students in solving story problems on social arithmetic material based on Newman's Stages. This study uses a descriptive qualitative approach that focuses on identifying and analyzing students' errors in solving story problems on social arithmetic. The subjects of this study were 20 students of grade VII of SMPN 3 Gununghalu. Data were collected by giving a written test in the form of story problems on social arithmetic material. Data were analyzed using Newman's Stages consisting of reading errors, understanding errors, transformation errors, process skill errors, and encoding errors. The analysis was carried out by categorizing student errors at each stage, then described qualitatively. Based on the results of the analysis, data on student errors was obtained based on Newman's theory, namely reading errors by 19 students (10%), comprehension errors by 26 students (10%), transformation errors by 38 students (13%), process skill errors by 41 students (14%), and encoding errors by 36 students (12%). These errors occur because students are less able to read the questions, are less careful, do not understand the meaning of the questions, do not follow the steps of the problem-solving procedure regularly, and do not pay attention to writing/notation when answering questions.