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Kristayulita_2018_J._Phys.__Conf._Ser._1028_012154 99.pdfIdentification of Studens Errors in Solving Indirect Analogical Problems Based on Analogical Reasoning Components
Identification of Studens Errors in Solving Indirect Analogical Problems Based on Analogical Reasoning Components
The purpose of this study was to identify students' errors in solving indirect analogical problems based on analogical reasoning components.Using qualitative design approach, the study was conducted at two schools in two different regions of Nusa Tenggara Barat, Indonesia. The instrument used was analogical problems consisting of two problems where the source problem was symbolic quadratic equation problemand the target problems wastrigonometric equation problem. The findings of this study indicate that students could make error in each of structuring, mapping, applying, or verifying stage. But, errors can occur also in the combination of those anaogical reasoning components, such as structuring-applying.
253-717-2-PB_Errors analysis solving problems analogies by Newman procedure using analogical reasoning.pdfErrors analysis solving problems analogies by Newman procedure using analogical reasoning
Errors analysis solving problems analogies by Newman procedure using analogical reasoning
Errors in solving mathematical problems often done by students. For see the types of errors that occur need to analyzed by Newman procedures. The purpose of this study to analyze the errors that occurred in the students in solving problems analogies using procedure Newman. Research using qualitative research methods and techniques of data collection using interviews. Subjects of research were 148 high school students in West South Nusa, Indonesia. The instrument used in the research is problems analogies contains two problems: the source and the target. The students are required to have the ability to associate the problems encountered by the previous problem, because mathematical concepts are connected. Students in problem solving targets need to do something. Students will begin to read and understand the problem. Students will determine the exact formula for the problems to be tackled by linking the problems encountered with previous problems that they already know the solution. Furthermore, students perform arithmetic operations and get the solution of the problem. Students can make mistakes in solving problems. The results showed errors types by Newman procedures and additional errors from student carelessness. Newman procedure, can see the mistakes made by students in solving the problems analogies so as to provide an overview to the teachers to develop learning involving analogy problems as tasks/exercises and exams.
ICMIs_2018_58_Source Problem Answered False in Analogical Reasoning Why Students Do it.pdfSource Problem Answered False in Analogical Reasoning: Why Students Do It?
Source Problem Answered False in Analogical Reasoning: Why Students Do It?
The purpose of this study was to describe thinking processes students' in answer source problem is false and answer target problem is true. Two analogical problems, the students will solve two problems using the same procedure and have two possible answers are both true or false. Using qualitative design approach, the study was conducted at Universitas Negeri Malang, Indonesia. The instrument used probability problems topic in conjunction with independent events. The findings of this study showed that the presence of misconceptions and errors occur in solving the problem source. Factor time can affect and there is a time lag in solving-problem of both analogical problems. Furthermore, target problem is answered correctly because the student has time to reflect on the answer to the source problem and the student improves working memory to recall the previous learning experience.