Student Errors in Solving Number Patterns, Sequences, and Series HOTS Types Based on Newman's Theory in Terms of Gender

Abstract

English

This study aims to analyze the errors of students with HOTS abilities at high, medium and low levels and identify student errors in solving HOTS (Higher Order Thinking Skill) type questions in terms of gender. This type of research is qualitative with a case study approach. The research subjects were selected 3 male students and 3 female students, each of which the HOTS ability level was high, medium and low consisting of 2 students. Data collection techniques used HOTS-type tests and interviews. The analytical framework was developed based on Newman's theory of error categories. The data obtained were tested for validity through credibility, transferability, dependability, and confirmability tests. The results showed several differences in the types and percentages of errors made by male and female subjects in solving HOTS-type questions. The biggest mistakes made by both genders in the material of number patterns, sequences, and series are misunderstandings of 33.33%, followed by errors in determining the final answer of 23.02%, transformation errors of 22.22%, errors in the completion process of 20.63%, and finally, reading errors of 0.79%. It can be seen that the female gender makes more mistakes by 57.14% compared to the male gender by 41.86%.

Indonesian

Penelitian ini memiliki tujuan untuk menganalisis kesalahan-kesalahan siswa yang kemampuan HOTS pada tingkat tinggi, sedang dan rendah serta mengidentifikasi kesalahan siswa dalam menyelesaikan soal tipe HOTS (Higher Order Thinking Skill) ditinjau dari gender. Jenis penelitian yang dilakukan adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian dipilih 3 siswa laki-laki dan 3 siswa perempuan, yang masing-masing tingkat kemampuan HOTS tinggi, sedang dan rendah terdiri dari 2 siswa. Teknik pengumpulan data menggunakan tes bertipe HOTS dan wawancara. Kerangka analisis dikembangkan berdasarkan kategori kesalahan teori Newman. Data yang diperoleh diuji keabsahannya melalui uji kredibilitas, transferability, dependability, dan konfirmability. Hasil penelitian menunjukkan terdapat beberapa perbedaan jenis dan besar persentase kesalahan yang dilakukan oleh subjek laki-laki dan perempuan dalam menyelesaikan soal tipe HOTS. Kesalahan terbesar yang dilakukan kedua gender pada materi pola bilangan, barisan, dan deret yaitu kesalahan memahami sebesar 33,33%, kemudian diikuti kesalahan penentuan jawaban akhir sebesar 23,02%, kesalahan transformasi sebesar 22,22%, kesalahan proses penyelesaian sebesar 20,63%, dan terakhir kesalahan membaca sekitar 0,79%. Terlihat bahwa gender perempuan lebih banyak melakukan kesalahan sebesar 57.14% dibandingkan dengan gender laki-laki sebesar 41.86%.

Keywords

• gender
• HOTS
• teori Newman
• Newman's theory