ANALISIS KESALAHAN SISWA BERDASARKAN METODE NEWMAN DALAM MENYELESAIKAN SOAL CERITA OPERASI BILANGAN BULAT DITINJAU DARI PERBEDAAN PENDEKATAN PEMBELAJARAN PADA SISWA KELAS VII DI SMPN 7 JAKARTA

LESTARI KUMALA DEWI, . (2026) ANALISIS KESALAHAN SISWA BERDASARKAN METODE NEWMAN DALAM MENYELESAIKAN SOAL CERITA OPERASI BILANGAN BULAT DITINJAU DARI PERBEDAAN PENDEKATAN PEMBELAJARAN PADA SISWA KELAS VII DI SMPN 7 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan jenis kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita materi operasi bilangan bulat berdasarkan tahapan Newman, ditinjau dari pendekatan pembelajaran Student Centered (SC) dan Teacher Centered (TC). Jenis penelitian ini adalah kualitatif deskriptif. Partisipan penelitian terdiri dari 12 siswa kelas VII di SMPN 7 Jakarta yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui tes tertulis berupa 5 butir soal cerita matematika dan wawancara berbasis prosedur Newman Error Analysis (NEA). Pengukuran kesalahan didasarkan pada lima indikator Newman: kesalahan membaca (reading), memahami (comprehension), transformasi (transformation), keterampilan proses (process skill), dan penulisan jawaban akhir (encoding). Keabsahan data diuji menggunakan triangulasi metode, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya perbedaan pola kesalahan yang mendasar. Siswa kelompok SC cenderung mengalami kesalahan prosedural dan teknis karena kurang teliti serta mengabaikan formalitas penulisan, meskipun aktif mengonstruksi model matematika secara mandiri. Sebaliknya, siswa kelompok TC dominan mengalami kesalahan konseptual dan literasi sejak tahap awal (membaca dan memahami) akibat ketergantungan pada instruksi guru. Penelitian ini menyimpulkan bahwa tahapan Newman saling berkaitan secara sistematis, di mana pemahaman membaca dan konsep awal menjadi fondasi utama penentu keberhasilan pada tahap selanjutnya. ***** This study aims to describe and compare the types of errors made by students in solving integer operation word problems based on the Newman procedure, viewed from the Student Centered (SC) and Teacher Centered (TC) learning approaches. This research applied a descriptive qualitative approach. The participants consisted of 12 seventh-grade students at SMPN 7 Jakarta selected using a purposive sampling technique, divided equally into SC and TC groups. Data were collected through a written test consisting of 5 word problem items and interviews based on the Newman Error Analysis (NEA) framework. Error measurement was based on five Newman indicators: reading, comprehension, transformation, process skill, and encoding errors. Data trustworthiness was ensured through method triangulation, while data were analyzed using data reduction, data display, and conclusion drawing. The results revealed fundamental differences in error patterns. Students in the SC group tended to make procedural and technical errors due to carelessness and neglecting formatting structure, despite being active in constructing mathematical models independently. Conversely, students in the TC group predominantly experienced conceptual and literacy errors starting from the initial stages (reading and comprehension) due to reliance on teacher instructions. This study concludes that Newman's stages are systematically interrelated, where reading fluency and initial conceptual understanding serve as the core foundation for success in subsequent stages.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Meiliasari, S.Pd., M.Sc.; 2). Tiara Husnul Khotimah, S.Pd., M.Si.
Subjects:	Sains > Matematika
Divisions:	FMIPA > S1 Pendidikan Matematika
Depositing User:	Lestari Kumala Dewi .
Date Deposited:	20 Aug 2026 07:36
Last Modified:	20 Aug 2026 07:36
URI:	http://repository.unj.ac.id/id/eprint/72540

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