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ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA SMK DITINJAU DARI METODE SKEMP

KRISMAWATI, YUWITA (2012) ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA SMK DITINJAU DARI METODE SKEMP. Other thesis, University of Muhammadiyah Malang.

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Abstract

Students ability in solving mathematics problems includes ability to identify elements known, asked, and elements needed, able to formulate problems, daily situation in math or creating/ managing mathematics model, able to apply strategy to solve various similar problems or new problems inside or outside math, able to axplain or interpreting result as the early problem, or able to explain and check the answer/ solution found. So, to identify student’s mistake in solving Vocational High School math problems, it needs research. To do this identification, there used Skemp mistake analysis phases. The research purpose is to find out how student’s mistake in solving Vocational High School math problem in linear program topic according to Skemp Mistake Analysis phases and gave solution to be done to reduce student’s mistake in solving Vocational High School math problem. Subject of this research is students at Grade X Motor Vehicle Engineering B SMK Muhammadiyah 1 Vocational High School of Malang. To analyze the subject above, students were given three math problem which had been tested the difficulties level, validity test, and reliability. Data found is processed with qualitative descriptive analysis. Conclusion found is, student’s mistake in abstracting process in making mathematical models is about 41.1%, in manipulation of model process is 68.5% with only 41.1% in detail because students made a mistake in previous process (abstracting) and 27.4% students less detail in doing calculation to find solution from mathematics problem faced. While in re-embodying phase is 78.4% with detail 68.5% because students made a mistake in previous phase (manipulation of model) and 9.7% caused students had difficulties in comprehending what asked in the question. Students paid less attention, students didn’t re-check the answer. Solution given, teacher shall apply learning method by comprehension, not just memorizing formula and give many example and various practice, so student will get used to in solving math problems completely, started from relevant abstracting, manipulation of model and re-embodying

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of Mathematics Education (84202)
Depositing User: Gusti Vani Putri Cahya
Date Deposited: 02 Feb 2015 04:42
Last Modified: 02 Feb 2015 04:42
URI : http://eprints.umm.ac.id/id/eprint/15519

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