Analysis Of Students’ Error In Solving Word Problem of One Variable Linear Equation

Rauzah Rauzah, Kusnandi Kusnandi, A Jupri


Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2011, Indonesian students’ achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to describe and know the
factor that influence student make the error in solving word problems of one variable linear equation. In order to do so, this research was a descriptive qualitative, involving four students in grade VII at one of Junior High School in Bandung selected by using random sampling technique was carried out. Techniques of collecting data used in this reasearch were written task and interview. Data validity was done by triangulation method by comparing written task and interview. Analysis plan developed by Newman error analysis which obtained 4 types errors of student;s works that were compherension error, transformation error, process skill error, and encoding error. The results revealed that the most common errors made by students was the comprehension error (40%), because students do not read and understand the problem carefully, students do not write what is known and what is asked in the question early, students are not accustomed to work on the word problem-shaped questions so that students do not understand the steps in working on the word problem, and the lacking of level-student creativity in identifying real problems into the mathematical model. Recommendations are made for supporting senior high
school mathematics teachers in in-service education programmes to increase their efficacy in teaching linear equation word problems.

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