How does Newman analyze student errors when solving BADER story problems?
Ani Afifah, Rani Darmayanti, Rahmad Sugianto, Choirudin Choirudin, Fredi Ganda Putra
Abstract
The lack of interest in reading hurts students when it is brought into the learning process. Negative learning behavior like this makes students reluctant to read even questions with long text or description questions or story questions. The purpose of this study was to identify the extent to which students made common mistakes made by students as well as students' understanding of the concepts involved in solving problems of arithmetic sequences and series. This study uses a qualitative descriptive research method. The research subjects consisted of 10 MA class students at Madrasah Aliyah. The data were obtained by observing the results of students' answers in solving story problems on arithmetic sequences and series. Error analysis was carried out by identifying the completion steps carried out by students and referring to the error indicators adjusted for Newman's analysis. The analysis showed that students needed to improve in solving story sequences and arithmetic series problems. The most common type of error is the encoding error. In other words, the errors made by students included errors in reading the questions, understanding the problem, transforming, processing skills, and encoding.