Analisis Kesalahan Siswa dalam Menyelesaikan Soal Literasi Matematika Materi Statistika Berdasarkan Prosedur Newman

Abstract

This study aims to describe students’ errors in solving mathematical literacy problems on statistics material based on Newman’s procedures and internal factors that cause students to make mistakes. The type of research used is qualitative research with descriptive methods. Data collection techniques in this study were in the form of mathematical literacy test questions and unstructured interviews. The subjects in this study were taken from students who made the most mistakes from each of Newman’s mistakes. Data analysis techniques used are data reduction, data presentation, and data verification. The results of the study concluded that: (1) Subjects made all types of errors in solving mathematical literacy problems on statistics material based on Newman’s procedure. Error indicators made in reading errors are not using the main information to solve the problem. Error indicators in understanding errors are mistakes in writing down what is known from the problem. Furthermore, the error indicators made in the transformation error were not writing the formula, not writing a complete description, and changing the information in the problem into the form of a mathematical model but incorrect. Error indicators on process skill errors are wrong in completing the calculation process and unable to complete the calculation process. Indicators of errors made in writing errors are not writing conclusions, making mistakes in writing conclusions, and writing percent notation incorrectly. (2) Internal factors cause the subject to make mistakes in solving mathematical literacy problems on statistics material, namely not being thorough and not focused, not understanding the information on the questions, being in a hurry, not understanding the questions, not being skilled in the counting process, not understanding the multiplication decimal material, lack of practice in solving problems that contain conclusions, errors in the counting process, and forgetting.