Publisher

ZAMRONEDUZAMRONEDU

Journal JOELI: Journal of Educational and Learning InnovationJOELI: Journal of Educational and Learning Innovation Abstract

This qualitative descriptive research aims to examine the errors students make when solving quadratic function problems, focusing on their learning styles and the Newman procedure. The study targeted grade X-H students of MAN Surabaya, selected through purposive sampling. The research employed learning style questionnaires, math tests, and interview guidelines as instruments. The findings revealed five stages of errors in solving the test based on Newmans procedural error analysis, with the following contributing factors: (a) Reading errors: Students often rush and are careless when reading questions, a tendency seen in learning styles; (b) Misunderstanding: Students fail to accurately identify what is given and what is asked due to prior mistakes, commonly observed; (c) Transformation errors: Students struggle to understand the material and misuse formulas, frequently occurring among kinesthetics learners; (d) Process skill errors: Mistakes in applying steps to use formulas correctly, often stemming from earlier errors, observed across auditory, visual, and kinesthetics learners; and (e) Final answer errors: Mistakes in writing results, influenced by prior errors, also affecting auditory, visual, and kinesthetics learners.

Conclusion

Based on the results and discussion, it can be concluded that students in class X-H MA Negeri Surabaya make mistakes in solving quadratic function problems at five stages.reading, comprehension, transformation, process skills, and writing the final answer.The biggest mistake occurs at the final answer stage, while the smallest is at the reading and comprehension stages.These errors are influenced by learning styles and prior mistakes, with reading errors, misunderstanding, transformation errors, process skill errors, and final answer errors being identified as key contributing factors.

Future Research

Further research could investigate the effectiveness of differentiated instruction tailored to individual learning styles in addressing these specific error patterns. Additionally, a study exploring the impact of targeted interventions focusing on Newmans procedural stages – particularly reading comprehension and transformation – could provide valuable insights into improving student performance. Finally, research could examine the correlation between students self-reported learning styles and their actual performance on different types of quadratic function problems, potentially revealing discrepancies and informing more accurate learning style assessments. These investigations should involve a larger sample size across diverse educational settings to enhance the generalizability of the findings and contribute to the development of more effective mathematics teaching strategies. The implementation of these studies could lead to a more nuanced understanding of student errors and the creation of personalized learning experiences that cater to individual needs, ultimately fostering greater success in mathematics education. Such research is crucial for equipping educators with the tools and knowledge necessary to address the challenges students face in mastering quadratic functions and other complex mathematical concepts.

References

1. Analisis Kesalahan Penalaran Analogi Siswa dalam Menyelesaikan Soal Matematika dengan Menggunakan Prosedur... doi.org/10.31004/cendekia.v5i3.1002Analisis Kesalahan Penalaran Analogi Siswa dalam Menyelesaikan Soal Matematika dengan Menggunakan Prosedur doi 10 31004 cendekia v5i3 1002

Metadata

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Pages	14
DMCA	Report