Deskripsi Kesalahan Siswa dalam Menyelesaikan Soal Teorema Pythagoras Berdasarkan Newman Error Hierarchy pada SMP Negeri 2 Sungguminasa.

Citra Nur, Qalbi (2012) Deskripsi Kesalahan Siswa dalam Menyelesaikan Soal Teorema Pythagoras Berdasarkan Newman Error Hierarchy pada SMP Negeri 2 Sungguminasa. Diploma thesis, universitas negeri makassar.

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Abstract

ABSTRAK Citra Nur Qalbi, 2012. Deskripsi Kesalahan Siswa dalam Menyelesaikan Soal Teorema Pythagoras Berdasarkan Newman Error Hierarchy pada SMP Negeri 2 Sungguminasa. Skripsi. Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar (dibimbing oleh Dr. H. Djadir, M.Pd dan Dr. Ilham Minggi, M.Si). Penelitian ini adalah penelitian deskriptif yang bersifat kualitatif yang bertujuan untuk mengetahui jenis kesalahan yang dilakukan oleh siswa yang bergaya kognitif field dependent dan field independent dalam menyelesaikan soal-soal Teorema Pythagoras berdasarkan Newman Error Hierarchy. Subjek penelitian ini adalah 4 orang siswa kelas VIII.5 SMP Negeri 2 Sungguminasa pada Semester genap yang dipilih dari nilai tes EFT (The Embedded Figures Test) yang disebut tes perceptual untuk mengetahui gaya kognitif siswa. Ke-4 siswa diambil dari 20 orang siswa kelas VIII.5 yang mengikuti Tes EFT (The Embedded Figures Test). Ke-4 siswa dipilih berdasarkan nilai tes kognitif tinggi dan rendah yang terdiri atas 1 orang siswa yang bergaya kognitif field independent tinggi (FIT), 1 orang siswa yang bergaya kognitif field independent rendah (FIR), 1 orang siswa yang bergaya kognitif field dependent tinggi (FDT), dan 1 orang siswa yang bergaya kognitif field dependent rendah (FDR). Ke-4 subjek diberikan soal Teorema Pythagoras sebanyak 5 nomor. Dari hasil jawaban subjek dalam menjawab soal, jawaban mereka dianalisis jenis kesalahan yang dilakukan berdasarkan Newman Error Hierarchy. Dari hasil analisis jawaban siswa yang diselidiki dapat disimpulkan bahwa (1) hasil jawaban siswa yang bergaya kognitif Field Independent Tinggi (FIT) secara keseluruhan melakukan jenis kesalahan process skill error (P), (2) hasil jawaban siswa yang bergaya kognitif Field Independent Rendah (FIR) secara keseluruhan melakukan kesalahan enconding error (E), (3) hasil jawaban siswa yang bergaya kognitif Field Dependent Tinggi (FDT) secara keseluruhan melakukan dua jenis kesalahan yaitu process skill error (P) dan enconding error (E), (4) Pada hasil jawaban siswa yang bergaya kognitif Field Dependent Rendah (FDR) secara keseluruhan melakukan dua jenis kesalahan yaitu process skill error (P) dan enconding error (E).   ABSTRACT Citra Nur Qalbi. 2012. The Description of Student Errors in Problem Solving Theorem of Pythagoras Based on Newman Error Hierarchy of SMPN 2 Sungguminasa. Thesis. Mathematics Department. Mathematics and Science Faculty, State University of Makassar (Supervised by Dr. H. Djadir, M.Pd and Dr. Ilham Minggi, M.Si). This research is qualitative descriptive research aimed to determine the types of errors made by students cognitive style field dependent and field independent in solving problems based on the Pythagorean Theorem Error Newman Hierarchy. The subject of this research is 4 people VIII.5 grader at SMPN 2 Sungguminasa in even semester selected from EFT test scores (The Embedded Figures Test) is called a perceptual test to determine students' cognitive styles. The four students drawn from 20 students to follow classroom VIII.5 EFT tests (The Embedded Figures Test). The four students were selected based on the value of high and low cognitive test consisting of a cognitive style of students who are high-field independent (FIT), a cognitive style of students who are independent low-field (FIR), a cognitive style of students who are high-field dependent (FDT), and a cognitive style of students who are low-field dependent (FDR). The four subjects are given about the Pythagorean Theorem by 5 numbers. From the answers of the subjects in answering questions, their answers were analyzed types of errors made by Newman Error Hierarchy. From the analysis of the investigated students 'responses can be concluded that (1) the cognitive style of students who answer the Independent High Field (FIT) as a whole to do this type of error process skill error (P), (2) the results of students' responses to cognitive style Field Independent Low (FIR) as a whole made a mistake enconding error (E), (3) results of students' responses to cognitive style Field High Dependent (FDT) as a whole performs two types of errors that process skill error (P) and enconding error (E), (4) students' answers on the cognitive style Low Field Dependent (FDR) as a whole performs two types of errors that process skill error (P) and enconding error (E).

Item Type: Thesis (Diploma)
Subjects: FMIPA > Matematika
Divisions: ?? sch_mat ??
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 25 Apr 2016 06:59
Last Modified: 25 Apr 2016 06:59
URI: http://eprints.unm.ac.id/id/eprint/201

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