ANALISIS KESALAHAN MAHASISWA CALON GURU MATEMATIKA DALAM MENYELESAIKAN PERSOALAN NUMERASI
DOI:
https://doi.org/10.36665/theorems.v6i2.558Keywords:
Error Analysis, Numeracy Problem, Mathematics teacher candidateAbstract
The purpose of this study was to describe the errors of prospective mathematics teacher students in solving numeracy problems. This research is a qualitative descriptive research. The subjects in this study were prospective mathematics teacher students in the mathematics study program at Mahaputra Muhammad Yamin University, totaling 5 people. The conclusion of this study is the errors experienced by students when solving numeracy problems, namely errors in understanding questions, weakness in process skills, errors in process transformation, and errors in completion.
References
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Depdikbud. 2020. AKM dan Implikasinya dalam Pembelajaran. Departemen Pendidikan dan Kebudayaan
Golsteyn. 2016. Teacher Literacy and Numeracy Skills: International Evidence from PIAAC and ALL. De Economist volume 164, pages 365–389(2016)
Hartatik, Sri & Nafiah. 2020. Kemampuan Numerasi Mahasiswa Pendidikan Profesi Guru Sekolah Dasar Dalam Menyelesaikan Masalah Matematika . Education and Human Development Journal, 5 (1), 32-42. https://doi.org/10.33086/ehdj.v5i1.1456
Hill, H.C., Rowan B, & Ball D.L. 2005. Effects Of Teachers Mathematical Knowledge For Teaching On Students Achievement. American Educational Research Journal, 42(2), 371-406.
Jordan, N. C., Kaplan, D., Oláh, L. N., & Locuniak, M. N. 2006. Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175.
Mewborn, D. 2001. Teachers Content Knowledge, Teacher Education, And Their Effects On The Preparation Of Elementary Teachers In The United States. Mathematics Teacher Education and Development, 3, 28-36
Mills, Judith. 2015. Professional Knowledge Required when Teaching Mathematics for Numeracy in the Multiplicative Domain. Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 429–436. Sunshine Coast: MERGA
Mulhern, G., & Wylie, J. 2004. Changing Levels Of Numeracy And Other Core Mathematical Skills Among Psychology Undergraduates Between 1992 And 2002. British Journal of Psychology, 95, 355–370. http://dx.doi.org/10.1348/0007126041528176
Nadiem Makarim. 2019. Pengganti UN Menilai Kemampuan Literasi dan Numerasi, Apa itu?. Kompas.com, Kamis 12 Desember 2019
National Council of Teachers of Mathematics. 2000. Principles And Standards For School Mathematics. Reston: NCTM.
Rothman, R. L., Housam, R., Weiss, H., Davis, D., Gregory, R., Gebredsadik, T., .Elasy, T. A. 2006. Patient Understanding Of Food Labels: The Role Of Literacy And Numeracy. American Journal Of Preventive Medicine, 31, 391–398. http://dx.doi.org/10.1016/j.amepre.2006.07.025
Scalise, N. R., Daubert, E. N., & Ramani, G. B. 2018. Narrowing The Early Mathematics Gap: A Play-Based Intervention To Promote Low-Income Preschoolers’ Number Skills. Journal of Numerical Cognition, 3, 559–581.
Sherin, M. G. 2002. When Teaching Becomes Learning. Cognition and Instruction, 20(2), 119-150
Starkey, P., Klein, A., & Wakeley, A. 2004. Enhancing Young Children’s Mathematical Knowledge Through a Pre-Kindergarten Mathematics Intervention. Early Childhood Research Quarterly, 19, 99–120.
Subanji. 2006. Berpikir Pseudo Penalaran Kovariasi Dalam Mengkonstruksi Grafik Fungsi Kejadian Dinamik: Sebuah Analisis Berdasarkan Kerangka Kerja VL2P dan Implikasinya Pada Pembelajaran Matematika. Jurnal Ilmu Pendidikan, Vol 13 No. 1, http://dx.doi.org/10.17977/Jip.v13i1.57
Tariq, V. N. (2003). Diagnostics Testing For Mathematics: Diagnosis Of Mathematical Skills Among Bioscience Entrants. http://www.mathcentre.ac.uk/resources/casestudies/mathsteam/tariq. pdf
Bullen, K., Ainsley, K.; & Davison, K. 2020. Evaluating the Numeracy Skills of Pharmacy Students in Multiplechoice Questions and Free-text Answer Assessments and Their Perception of Numeracy in Clinical Practice. Currents in Pharmacy teaching and Learning, Volume 12 Issue 6, June 2020, Pages 648-655
Clement, M. N. 1980. Analysing Children's Error on Mathematical Task. Educational Studies in Mathematic.
Depdikbud. 2020. AKM dan Implikasinya dalam Pembelajaran. Departemen Pendidikan dan Kebudayaan
Golsteyn. 2016. Teacher Literacy and Numeracy Skills: International Evidence from PIAAC and ALL. De Economist volume 164, pages 365–389(2016)
Hartatik, Sri & Nafiah. 2020. Kemampuan Numerasi Mahasiswa Pendidikan Profesi Guru Sekolah Dasar Dalam Menyelesaikan Masalah Matematika . Education and Human Development Journal, 5 (1), 32-42. https://doi.org/10.33086/ehdj.v5i1.1456
Hill, H.C., Rowan B, & Ball D.L. 2005. Effects Of Teachers Mathematical Knowledge For Teaching On Students Achievement. American Educational Research Journal, 42(2), 371-406.
Jordan, N. C., Kaplan, D., Oláh, L. N., & Locuniak, M. N. 2006. Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175.
Mewborn, D. 2001. Teachers Content Knowledge, Teacher Education, And Their Effects On The Preparation Of Elementary Teachers In The United States. Mathematics Teacher Education and Development, 3, 28-36
Mills, Judith. 2015. Professional Knowledge Required when Teaching Mathematics for Numeracy in the Multiplicative Domain. Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 429–436. Sunshine Coast: MERGA
Mulhern, G., & Wylie, J. 2004. Changing Levels Of Numeracy And Other Core Mathematical Skills Among Psychology Undergraduates Between 1992 And 2002. British Journal of Psychology, 95, 355–370. http://dx.doi.org/10.1348/0007126041528176
Nadiem Makarim. 2019. Pengganti UN Menilai Kemampuan Literasi dan Numerasi, Apa itu?. Kompas.com, Kamis 12 Desember 2019
National Council of Teachers of Mathematics. 2000. Principles And Standards For School Mathematics. Reston: NCTM.
Rothman, R. L., Housam, R., Weiss, H., Davis, D., Gregory, R., Gebredsadik, T., .Elasy, T. A. 2006. Patient Understanding Of Food Labels: The Role Of Literacy And Numeracy. American Journal Of Preventive Medicine, 31, 391–398. http://dx.doi.org/10.1016/j.amepre.2006.07.025
Scalise, N. R., Daubert, E. N., & Ramani, G. B. 2018. Narrowing The Early Mathematics Gap: A Play-Based Intervention To Promote Low-Income Preschoolers’ Number Skills. Journal of Numerical Cognition, 3, 559–581.
Sherin, M. G. 2002. When Teaching Becomes Learning. Cognition and Instruction, 20(2), 119-150
Starkey, P., Klein, A., & Wakeley, A. 2004. Enhancing Young Children’s Mathematical Knowledge Through a Pre-Kindergarten Mathematics Intervention. Early Childhood Research Quarterly, 19, 99–120.
Subanji. 2006. Berpikir Pseudo Penalaran Kovariasi Dalam Mengkonstruksi Grafik Fungsi Kejadian Dinamik: Sebuah Analisis Berdasarkan Kerangka Kerja VL2P dan Implikasinya Pada Pembelajaran Matematika. Jurnal Ilmu Pendidikan, Vol 13 No. 1, http://dx.doi.org/10.17977/Jip.v13i1.57
Tariq, V. N. (2003). Diagnostics Testing For Mathematics: Diagnosis Of Mathematical Skills Among Bioscience Entrants. http://www.mathcentre.ac.uk/resources/casestudies/mathsteam/tariq. pdf
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2021-07-17
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