Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School
This study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this st...
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Syekh Nurjati Cirebon
2024-10-01
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| Series: | Al Ibtida: Jurnal Pendidikan Guru MI |
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| Online Access: | https://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/18720 |
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| author | Intan Sari Rufiana Slamet Arifin Mohammad Yusuf Randy Fierda Nursitasari Amaliya |
| author_facet | Intan Sari Rufiana Slamet Arifin Mohammad Yusuf Randy Fierda Nursitasari Amaliya |
| author_sort | Intan Sari Rufiana |
| collection | DOAJ |
| description | This study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this study were 30 elementary school students tested and six students selected by purposive sampling to be interviewed. The results showed that students experienced conceptual errors and procedural errors. In conceptual errors, 40% of students make errors in reading data, 43% between data, and 60% of students make errors beyond data. Conceptual errors occur when students cannot understand the context of the problem, cannot read the data, do not master the basic concepts of statistics, and do not understand number patterns. In procedural errors, 63% of students make errors in reading data, 73% of students make errors in reading between data, and 80% of students make errors in reading beyond data. Procedural errors occur when students are wrong in choosing the solution procedure, calculating, and predicting. Therefore, educators need to design appropriate learning strategies to minimize errors made by students in numeracy literacy questions on graph representation models, such as applying contextual learning-based numeracy problems. |
| format | Article |
| id | doaj-art-7aa42bb5d28a4898aa85d6474f9e5d61 |
| institution | DOAJ |
| issn | 2442-5133 2527-7227 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Syekh Nurjati Cirebon |
| record_format | Article |
| series | Al Ibtida: Jurnal Pendidikan Guru MI |
| spelling | doaj-art-7aa42bb5d28a4898aa85d6474f9e5d612025-08-20T02:57:33ZengInstitut Agama Islam Negeri (IAIN) Syekh Nurjati CirebonAl Ibtida: Jurnal Pendidikan Guru MI2442-51332527-72272024-10-01110230031910.24235/al.ibtida.snj.v11i2.18720Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary SchoolIntan Sari Rufiana0Slamet Arifin1Mohammad Yusuf Randy2Fierda Nursitasari Amaliya3Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangThis study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this study were 30 elementary school students tested and six students selected by purposive sampling to be interviewed. The results showed that students experienced conceptual errors and procedural errors. In conceptual errors, 40% of students make errors in reading data, 43% between data, and 60% of students make errors beyond data. Conceptual errors occur when students cannot understand the context of the problem, cannot read the data, do not master the basic concepts of statistics, and do not understand number patterns. In procedural errors, 63% of students make errors in reading data, 73% of students make errors in reading between data, and 80% of students make errors in reading beyond data. Procedural errors occur when students are wrong in choosing the solution procedure, calculating, and predicting. Therefore, educators need to design appropriate learning strategies to minimize errors made by students in numeracy literacy questions on graph representation models, such as applying contextual learning-based numeracy problems.https://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/18720student errorsgraphic literacynumeracy literacyelementary school |
| spellingShingle | Intan Sari Rufiana Slamet Arifin Mohammad Yusuf Randy Fierda Nursitasari Amaliya Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School Al Ibtida: Jurnal Pendidikan Guru MI student errors graphic literacy numeracy literacy elementary school |
| title | Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School |
| title_full | Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School |
| title_fullStr | Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School |
| title_full_unstemmed | Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School |
| title_short | Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School |
| title_sort | analysis of student errors in solving numeracy literacy problems of graph representation model in elementary school |
| topic | student errors graphic literacy numeracy literacy elementary school |
| url | https://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/18720 |
| work_keys_str_mv | AT intansarirufiana analysisofstudenterrorsinsolvingnumeracyliteracyproblemsofgraphrepresentationmodelinelementaryschool AT slametarifin analysisofstudenterrorsinsolvingnumeracyliteracyproblemsofgraphrepresentationmodelinelementaryschool AT mohammadyusufrandy analysisofstudenterrorsinsolvingnumeracyliteracyproblemsofgraphrepresentationmodelinelementaryschool AT fierdanursitasariamaliya analysisofstudenterrorsinsolvingnumeracyliteracyproblemsofgraphrepresentationmodelinelementaryschool |