Author:
Maya Oktaviani
Affiliation:
Universitas Negeri Jakarta, Indonesia
Keyword(s):
Analysis of error, proportion, conceptual error, procedural error, factual error, careless error.
Abstract:
Proportion is one of the subjects taught at every level of education. Nevertheless, most students only get memorable formula without knowing its meaning. This can lead to less meaningful learning for students. So, students make mistakes when doing on different questions from the given example. This study aims to find out the mistakes made by students in doing out the questions related to proportion. This research was conducted using a qualitative method. This study was conducted in Islamic Junior High School Al-Azhar 12 Rawamangun, Jakarta. Data were collected from test results, classroom observations, field notes, and interviews. Based on the results of the analysis, the students' error in doing the proportion questions are conceptual, procedural, factual, and careless. Conceptual errors include not understanding the concepts of proportion and cannot distinguish between direct and inverse proportion. Procedural errors include working on the wrong step. Factual errors include cannot
identify the solution of the problem. Careless errors include inaccuracy in working on the problem. Based on the result, the students should be involved in the learning process. So, they can understand what they should do to solve proportion problem. Provision of mathematics problem can also be reproduced to improve students' accuracy. This is expected to reduce the students’ error in solving proportion problems.
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