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Analysis of students mistakes in solving open ended question based on Newman’s procedures on Treffinger learning model

Unnes Journal of Mathematics Education · Vol. 9 No. 3 (2020) · hlm. 211–217

DOI
10.15294/ujme.v9i3.41299
ISSN
2460-5840, 2252-6927
Terbit
2020-11-30
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of SMP Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.

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  • State University of Semarang
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Sugiman SugimanAfiliasi tidak diketahui7
Amin SuyitnoState University of Semarang7
Sugiman SugimanState University of Semarang3
Stevanus Budi WaluyaState University of Semarang3
Kristina WijayantiState University of Semarang3
Masrukan MasrukanState University of Semarang3
Tri Sri Noor AsihState University of Semarang2
Edy SoedjokoAfiliasi tidak diketahui2
Harni SuparsihAfiliasi tidak diketahui2
Isti HidayahState University of Semarang2
Yohanes Leonardus SukestiyarnoState University of Semarang1
Nita HidayatiState University of Semarang1
Nur Fathaillah PajrinAfiliasi tidak diketahui1
Nur Fathaillah PajrinState University of Semarang1
Erin Clariza Br SurbaktiState University of Semarang1
Scolastika MarianiState University of Semarang1
Wardono WardonoState University of Semarang1
Sumliyah SumliyahState University of Semarang1
Nyree AniAfiliasi tidak diketahui1
Hery SutartoState University of Semarang1
Seto SatotoState University of Semarang1
Wuryanto WuryantoState University of Semarang1
Kharisma IlyyanaState University of Semarang1
Sugiarto SugiartoState University of Semarang1
Karina PratinuariState University of Semarang1
Zaenuri ZaenuriState University of Semarang1
Dian MariyaState University of Semarang1
Amin SuyitnoState University of Semarang1
Ice AfriyantiState University of Semarang1
Rahayu Budhiati VeronicaState University of Semarang1
Subuh AmalludinState University of Semarang1
P. WidyaningrumState University of Semarang1
Mashuri MashuriState University of Semarang1
Yolanda Astrid AnintyaState University of Semarang1
Ishmah Khairina ZakiriState University of Semarang1
Aizzatun NikmahState University of Semarang1
Edy SoedjokoState University of Semarang1
Yudha Kristia KartikaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en-US">Analysis of students mistakes in solving open ended question based on Newman’s procedures on Treffinger learning model</dc:title>
	<dc:creator>Haryanto, Clarasati</dc:creator>
	<dc:creator>Pujiastuti, Emi</dc:creator>
	<dc:description xml:lang="en-US">The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of &amp;nbsp;SMP Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2020-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/41299</dc:identifier>
	<dc:identifier>10.15294/ujme.v9i3.41299</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 9 No 3 (2020): Unnes Journal of Mathematics Education; 211-217</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v9i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/41299/18050</dc:relation>
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