The difficulties of the elementary school students in solving the mathematical narrative test items

Dwi Widyastuti Nurharyanto, Universitas Negeri Yogyakarta, Indonesia
Heri Retnawati, Universitas Negeri Yogyakarta, Indonesia

 10.21831/jpe.v8i1.29969

Abstract


Mathematical learning is based on the context of everyday life and is reflected in the evaluation questions given to students. One type of question that is proper for the teacher to use is a word problem. Word problems are more difficult than other models. This type does not present problems with mathematical models directly but with narrative stories that students should understand first. This research was phenomenological research that aimed to find out what difficulties were experienced by students in solving mathematical problems presented narratively. The participants of this study were 121 fifth grade students from five elementary schools in the Special Region of Yogyakarta, Indonesia. Student errors were analyzed using the Newman Analysis Method. The Newman Analysis Method grouped students' mistakes into five categories: reading errors, comprehension errors, transformation errors, process skills, and encoding errors. The results of this study indicate that students have comprehension errors were 44.04%, transformation errors were 40.22%, process skills errors were 57.44%, and encoding errors were 57, 44%. Most errors are in problem number three with the type of reading errors. One of the reasons is the ability of students who are still lacking to understand can cause problems at a later stage.


Keywords


student’s difficulties; phenomenological; math word problems; Newman Analysis Method.

Full Text:

Fulltext PDF

References


Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of students’ errors in solving higher order thinking skills (HOTS) problems for the topic of fraction. Asian Social Science, 11(21), 133–142. https://doi.org/10.5539/ass.v11n21p133

Ahmad, S. R. S. (2016). Pengaruh math phobia, self-efficacy, adversity quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa SMP. Jurnal Riset Pendidikan Matematika, 3(2), 259–272. https://doi.org/10.21831/jrpm.v3i2.6138

Ahyan, S., Turmudi, & Prabawanto, S. (2019). Students’ Errors in solving the PISA mathematics problem using Newman’s error categories. Journal of Physics: Conference Series, 1363(1), 012088. https://doi.org/10.1088/1742-6596/1363/1/012088

Aksoy, N. C., & Yazlik, D. O. (2017). Student errors in fractions and possible causes of these errors. Journal of Education and Training Studies, 5(11), 219. https://doi.org/10.11114/jets.v5i11.2679

Arfiana, A., & Wijaya, A. (2018). Problem solving skill of students of senior high schools and Islamic high schools in Tegal Regency in solving the problem of PISA based on Polya’s stage. Jurnal Riset Pendidikan Matematika, 5(2), 211–222. https://doi.org/10.21831/jrpm.v5i2.15783

Boonen, A. J. H., de Koning, B. B., Jolles, J., & van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology, 7(February), 1–10. https://doi.org/10.3389/fpsyg.2016.00191

Charlesworth, R., & Lind, K. K. (2010). Math & science: For young children (6th ed.). Wadsworth Cengange Learning.

Damayanti, R., & Mawardi, M. (2018). Developing of MITRA learning model of problem solving-based to solve mathematical problems in elementary school. Jurnal Prima Edukasia, 6(1), 1. https://doi.org/10.21831/jpe.v6i1.17238

Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H. C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6, 1–13. https://doi.org/10.3389/fpsyg.2015.00348

Große, C. S. (2014). Learning to solve story problems—supporting transitions between reality and mathematics. European Journal of Psychology of Education, 29(4), 619–634. https://doi.org/10.1007/s10212-014-0217-6

Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solvsing higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532.

Hirashima, T., Hayashi, Y., Yamamoto, S., & Kazushige, M. (2015). Bridging model between problem and solution representations in arithmetic/mathematics word problems. Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 9–18.

Jiang, C. (2013). Errors in solving word problems on speed: a case in singapore and mainland china. 12th International Congress on Mathematical Education, 16(1), 56–75.

Khodeir, N., Wanas, N., Elazhary, H., & Hegazy, N. (2017). Addressing student misinterpretations of story problems in MAST. ACCS/PEIT 2017 - 2017 Intl Conf on Advanced Control Circuits Systems and 2017 Intl Conf on New Paradigms in Electronics and Information Technology, 204–211. https://doi.org/10.1109/ACCS-PEIT.2017.8303042

Lestiana, H. T., Rejeki, S., & Setyawan, F. (2017). Identifying students’ errors on fractions. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 1(2), 131–139. https://doi.org/10.23917/jramathedu.v1i2.3396

Newton, N. (2017). Math problem solving in action. In Math Problem Solving in Action. Routledge. https://doi.org/10.4324/9781315465050

Prakitipong, N., & Nakamura, S. (2006). Analysis of mathematics performance of grade five students in Thailand using Newman procedure. Journal of International Cooperation in Education, 9(1), 111–122. https://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2014/03/9-1-9.pdf

Pugalee, D. K. (2001). Writing, mathematics, and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245. https://doi.org/10.1111/j.1949-8594.2001.tb18026.x

Rahmawati, F., & Retnawati, H. (2019). An analysis of students’ difficulties in solving PISA-like mathematical problems. Journal of Physics: Conference Series, 1200(1), 012015. https://doi.org/10.1088/1742-6596/1200/1/012015

Retnawati, H. (2017). Diagnosing the junior high school student’s difficulties in learning mathematics. International Journal on New Trends in Education and Their Implications, 8(1), 33–50.

Retnawati, H., & Wulandari, N. F. (2019). The development of students’ understanding of science. Frontiers in Education, 4(4), 502–514. https://doi.org/10.3389/feduc.2019.00032

Sumantri, M. S., & Satriani, R. (2016). The effect of formative testing and self-directed learning on mathematics learning outcomes. International Electronic Journal of Elementary Education, 8(3), 507–524. https://iejee.com/index.php/IEJEE/article/view/128

Sumule, U., Amin, S. M., & Fuad, Y. (2018). Error analysis of indonesian junior high school student in solving space and shape content PISA problem using newman procedure. Journal of Physics: Conference Series, 947(1), 012053. https://doi.org/10.1088/1742-6596/947/1/012053

Suryatin, S., & Sugiman, S. (2019). Comic book for improving the elementary school students’ mathematical problem solving skills and self-confidence. Jurnal Prima Edukasia, 7(1), 58–72. https://doi.org/10.21831/jpe.v7i1.10747

Tong, D. H., & Loc, N. P. (2017). Students’ errors in solving mathematical word problems and their ability in identifying errors in wrong solutions. European Journal of Education Studies, 3(6), 226–241. https://doi.org/10.5281/zenodo.581482

Ulu, M. (2017). Errors made by elementary fourth grade students when modelling word problems and the elimination of those errors through scaffolding. International Electronic Journal of Elementary Education, 9(3), 553–580. https://iejee.com/index.php/IEJEE/article/view/176

Walkington, C., Clinton, V., Ritter, S. N., & Nathan, M. J. (2015). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology, 107(4), 1051–1074. https://doi.org/10.1037/edu0000036

Wijaya, A., Retnawati, H., Setyaningrum, W., Aoyama, K., & Sugiman. (2019). Diagnosing students’ learning difficulties in the eyes of Indonesian mathematics teachers. Journal on Mathematics Education, 10(3), 357–364. https://doi.org/10.22342/jme.10.3.7798.357-364

Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3). http://scholarworks.umt.edu/tme/vol11/iss3/8

Zhou, X., Li, M., Li, L., Zhang, Y., Cui, J., Liu, J., & Chen, C. (2018). The semantic system is involved in mathematical problem solving. NeuroImage, 166, 360–370. https://doi.org/10.1016/j.neuroimage.2017.11.017




DOI: https://doi.org/10.21831/jpe.v8i1.29969

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Jurnal Prima Edukasia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats