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Error Analysis of Indonesian Junior High School Student in Solving Space and Shape Content PISA Problem Using Newman Procedure

2018; IOP Publishing; Volume: 947; Linguagem: Inglês

10.1088/1742-6596/947/1/012053

1742-6596

Ules Sumule, Siti Maghfirotun Amin, Yusuf Fuad,

Mathematics Education and Pedagogy

This study aims to determine the types and causes of errors, as well as efforts being attempted to overcome the mistakes made by junior high school students in completing PISA content space and shape. Two subjects were selected based on the mathematical ability test results with the most error, yet they are able to communicate orally and in writing. Two selected subjects then worked on the PISA ability test question and the subjects were interviewed to find out the type and cause of the error and then given a scaffolding based on the type of mistake made.The results of this study obtained the type of error that students do are comprehension and transformation error. The reasons are students was not able to identify the keywords in the question, write down what is known or given, specify formulas or device a plan. To overcome this error, students were given scaffolding. Scaffolding that given to overcome misunderstandings were reviewing and restructuring. While to overcome the transformation error, scaffolding given were reviewing, restructuring, explaining and developing representational tools. Teachers are advised to use scaffolding to resolve errors so that the students are able to avoid these errors.