Students' errors in solving math problems in the form of stories on the topic of sequences and series
DOI:
https://doi.org/10.31980/pme.v2i3.1764Keywords:
students’ errors, math problems, stories problem, sequences and series, analisis kesalahan, permasalahan matematika, soal cerita, barisan dan deretAbstract
This study investigates the common errors made by students when solving math problems presented as story problems, specifically within the topic of sequences and series. Utilizing a qualitative descriptive approach, the research analyzes the types and frequencies of errors encountered by students, aiming to identify underlying misconceptions and gaps in understanding. Data were collected from a sample of Smk Tarbiyatul Aulad Cikajang students through written tests and follow-up interviews. The results reveal that students often struggle with interpreting the narrative of story problems, translating real-world scenarios into mathematical expressions, and applying the correct formulas for sequences and series. Additionally, the study highlights the impact of poor problem-solving strategies and insufficient practice in dealing with contextual math problems. These findings underscore the need for targeted instructional interventions that address specific misconceptions and enhance students' ability to tackle story problems effectively in the context of sequences and series.
Studi ini menyelidiki kesalahan umum yang dilakukan siswa saat memecahkan soal matematika yang disajikan sebagai soal cerita, khususnya dalam barisan dan deret. Dengan menggunakan pendekatan deskriptif kualitatif, penelitian ini menganalisis jenis dan frekuensi kesalahan yang dialami siswa, yang bertujuan untuk mengidentifikasi kesalahpahaman dan kesenjangan pemahaman yang mendasarinya. Data dikumpulkan dari sampel siswa Smk Tarbiyatul Aulad Cikajang melalui tes tertulis dan wawancara lanjutan. Hasilnya mengungkapkan bahwa siswa sering kali kesulitan menafsirkan narasi soal cerita, menerjemahkan skenario dunia nyata ke dalam ekspresi matematika, dan menerapkan rumus yang benar untuk barisan dan deret. Selain itu, penelitian ini menyoroti dampak dari strategi pemecahan masalah yang buruk dan praktik yang tidak memadai dalam menangani soal matematika kontekstual. Temuan ini menggarisbawahi perlunya intervensi instruksional yang ditargetkan yang mengatasi kesalahpahaman tertentu dan meningkatkan kemampuan siswa untuk menyelesaikan soal cerita secara efektif dalam konteks barisan dan deret.
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