Analysis of Student Errors in Solving Flat Geometry Story Problems Based on Newman Procedures in Grade IV of SD Negeri 49 Payakumbuh

Abstrak

Education is very important in life. Education is also one of the efforts to educate the nation's life. Thus, education is one of the most important needs for a person, because with a good education a person can determine their future. According to Farida (2015:42) that mathematics is quite difficult to understand, because mathematics as a science is a tool for thinking to solve various practical problems which require analysis and a person's logical thinking. Planar shapes are one of the materials in mathematics learning in elementary schools. Planar shape material is very useful in everyday life, because problems in everyday life can also be solved by applying plane shape material. This study aims to describe the types of errors experienced by students in solving plane shape story problems based on the Newman procedure and to describe the factors that cause students to make mistakes. In this study, the method used is a descriptive qualitative method. The descriptive qualitative method is to obtain a general picture of things related to the mistakes made by students in working on mathematical story problems. The descriptive method is a systematic search method containing images, factual, accurate and about events at that time. This method is proposed to describe related to the errors made in solving story problems in mathematics. The results of this study obtained that the errors in solving flat shape story problems found were (1) subjects with high ability made errors in process skills and writing final answers (2) Subjects with moderate ability made errors in problem transformation, process skills and writing final answers (3) subjects with low ability made errors in understanding, transformation, process skills and writing final answers. The factors causing students to make errors are (1) lack of student ability in reading questions (2) forgetting to write down what is known and what is asked in the question (3) being less careful in writing formulas (4) not being able to input what is known into mathematical formulas (5) forgetting to write conclusions.