| Abstrakt: |
Many studies have found low student achievement in determining mathematics word problems. One of the causes is that students make errors in determining mathematics word problems. In this regard, this study aims to determine the errors and their causes that are often made by students in determining mathematics word based on Newman theory. This study involved ten students of class VIII at a school in Jepara, Central Java, which were selected according to purposive sampling technique. This study method is descriptive qualitative. Study data obtained through diagnostic tests (written tests) and interviews were descriptively analyzed. Ten students execute on two mathematics word problems about geometry. The performance of the students responds to resolve the mathematics word problems were scrutinized by Newman theory. The findings in this study are that students experience four types of errors. Those errors are laid on misunderstanding the questions, transformation of the problems, processing skill to solve, and writing the final answer. The causes of students experiencing the four errors were misinterpreting the information contained in the problems, incorrectly deciding on a systematic problem solving, mistaking in the process of operating calculations, and lack of understanding of the pyramids and prisms concept. The identification of student errors facilitates teachers to design mathematics learning so that teachers can anticipate mistakes that are often made by students in determining mathematics word problems. [ABSTRACT FROM AUTHOR] |
