Volume 2 No.6 Tahun 2017
ERROR ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMBER PROBLEMS ON TIMSS
Harselly Awaliyah Priyani
Mathematics Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, e-mail: sellyharselly@gmail.com
Rooselyna Ekawati
Mathematics Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, e-mail: rooselynaekawati@unesa.ac.id
Abstract
Students’ mathematics achievement in Indonesia is still low is indicated by data TIMSS (Trends in International Mathematics and Science Study) which is the International study of the trend or development of mathematics and science. Based on the data of TIMSS 2011, Indonesian students’ mathematics achievement is in the ranked 38 out of 42 countries which follow the TIMSS with a score of 386 of the benchmark score of 500. Generally, one of the causes of its low math score is that they are lack of having in resolving TIMSS problems. By implementing TIMSS problems, have been accordance with the scientific approach in the curriculum of K13 because in TIMSS problems there are three domains of cognitive knowledge, i.e. knowing, applying, and reasoning. Number is one of fundamental subject that is tested in TIMSS. The concept is connected and as the basis and prerequisite for the understanding of the next concept. By completing the problem, it can be determined the error that students’ made. The subjects are three students who taken by criteria of collecting subjects. There are two methods for technique of collecting data which are paper and pencil test and interview. Based on this research, there are 5 disposition errors, they are reading error, comprehension error, transformation error, process skill error, and encoding error. Then there are 3 types of errors, such as operational error, conceptual error, and principal error. Keywords: Error Analysis, Number Content Problem on TIMSS.
BACKGROUND
Mathematics education in Indonesia is still low is indicated by data TIMSS (Trends in International Mathematics and Science Study) which is a study about the development tendency or International mathematics and science. The study was conducted by the International Association for the Evaluation of Education Achievement (IEA) is an International Association to assess the achievements in education based in the Lynch School of Education, Boston College, USA. TIMSS is aimed at knowing the increase in learning mathematics and science held every 4 years. First held in 1995, and then in a row in 1999, 2003, 2007, 2011 and 2015. One of the activities performed is TIMSS test math skills grade 8 secondary school (Mullis et al, 2009). Results of TIMSS in TIMSS overview 2011 shows that Indonesia ranked 38 out of 42 countries which followed with a score of 386 and the benchmark score of 500. This suggests that the ability of mathematics in Indonesia is still very low. It is supported by Kemendikbud to mention that Indonesia's ranking in the PISA assessment 2015 is the top rank 69 of 76 countries that participated in PISA. Indonesia was still ranked 10th lowest in International assessment.
When referenced in the value standard made by TIMSS, the international standard for categories is adept at 625, height 550, 475 lower and 400 are. Then the results achieved the Indonesia students enter at the low category, far from proficient categories (625) where in this category of students can organize information, make generalizations, solve problems, take nonrutin and submits a summary justification argument. Where on the ranking in the TIMSS and PISA, the Government established the national curriculum in use today that is curriculum 2013 which aims to improve the quality of education in Indonesia and creating quality successor Nations. 2013 curriculum consists of core competence and statistics and odds. In the curriculum revision 2016 listed in Permendikbud 17% of the topic material above the junior high school, showing that students learn the material numbers when calculated
on the basis of competence regarding the material number in the secondary.
Based on the TIMSS Assessment Framework 2015, there are three topics to be tested on TIMSS, such as Number 30%, Algebra 30%, Geometry 20%, and Data and Chance 20%. From that percentages of every material, seen that a fairly high proportion on the topic of numbers i.e. 30% compared to other topics and equivalent material in dimension algebra content TIMSS. Utami (2015) mentions that number is one of fundamental subject, the concept is connected and as the basis and prerequisite for the understanding of the next concept. Based on research she had done, still lots of errors in calculating the number of operations on a junior high school student.
Soedjadi (2000) stated that the difficulty is the cause of the occurrence of the error. This shows that the errors that students’ material, will eventually make an error of the effect on student learning outcomes in schools becomes low.
See the information above, and then it should be done in an attempt to fix the results of the junior
level with the situation with the completion of a non-routine one step. It is the same as with a curriculum stressing the 2013 student learning with a scientific approach that places emphasis on its main activity is to observe, to ask yourself, to reason, try, and communicate. It is supported by the principle of the National Council of Teachers of Mathematics who expected the process of problem solving in read or recognize symbols related to the cause of the error in the reading error, do not understand the meaning of the asked problem is the cause of the fault on the stage of understanding the problem, cannot determine the formula or plan a solution that is used to resolve the problem is an error at this stage of the transformation error, can't do the procedures or steps used appropriately is the cause of the error at this stage of the process skill error, as well as skills do not understand the issue in question is the cause of an error in the writing stage of the final answer.
Errors that do students need to be analyzed further, in order to get a clear figure and detailed the top student weaknesses in resolving the matter of content. The error committed by the students
can be used as consideration in an attempt to improve the teaching and learning activities and teaching. An increase in the activity of learning and teaching is expected to improve the learning outcomes or learning achievement of students. Causes factor meaningful understanding in conveying a material.
METHOD
This study is a descriptive study that used a qualitative approach. The aims of this research were analyzed disposition, types, and causes of junior high school students’ error in solving number problems on TIMSS. This research was conducted in one class of junior high school in Sidoarjo. The instrument data are paper and pencil test and interview data. Paper and pencil test was aimed to showed and describe the students’ error on number problems on TIMSS which consisted of four items. Interview was aimed to clarify the paper and pencil test data and to know causes of error by interview after they having paper and pencil test.
RESULTS AND
DISCUSSION
From the results of the data analysis that includes the reduction of data, the presentation of the data and checking the data, obtained that for every subject made error such as in disposition and types of error.
Below is Table 1 that is represented the error that made by first subject.
Table 1. Error that made by first subject S2= Comprehension error
S3= Transformation error
S4= Process skill error S5= Encoding error
Below is Table 2 that is represented the error that made by first subject.
Table 2. Error that made by second subject
Subject of
research Item
Disposition
of error Types of error
SP2
1 S4, and S5.S1, S2, S3,
2 S3, S4, andS5
3 S3, S4, andS5 Principal error
4 S4 and S5 Principal error
Note:
S1= Reading error S2= Comprehension error
S3= Transformation error
S4= Process skill error S5= Encoding error
Below is Table 3 that is represented the error that made by first subject
Table 3. Error that made by third subject Subject of
research Item Dispositionof error Types of error SP3
1 S2, S3, S4,and S5
Subject of
research Item Dispositionof error
4 S2, S3, S4,and S5
Note:
S1= Reading error S2= Comprehension error
S3= Transformation error
S4= Process skill error S5= Encoding error
CONCLUSION AND SUGGESTION
Conclusion
From the results of this research, researcher can make summary to describe the error that the students made which is represented by Table 4 below.
Table 4. Error that made by subjects Subject of
research Item
Disposition of error
SP1
1 S1, S2, S3,S4, S5
2 S4 and S5
4 S2, S3, S4, Subject of
research Item Dispositionof error
SP2
1 S4, and S5.S1, S2, S3,
2 S3, S4, and
3 S3, S4, and
4 S4 and S5
SP3
1 S2, S3, S4,and S5
2 S4 and S5
4 S2, S3, S4,and S5 Suggestion
Based on the result and discussion of this research, the researcher suggests that teachers should give many problems like TIMSS problem to exercise their students because the problems which are including higher order thinking problems. Moreover, it can be used to increase the students’ mathematics achievement in International.
BIBLIOGRAPHY
International Association for the Evaluation of Educational
Achievement. 2013. Released Mathematics Items. United States: TIMSS and PIRLS International Study Center.
International Association for the Evaluation of Educational
Achievement. 2013. Trends in International Mathematics and Science Study (TIMSS), (Online), (http://nces.ed.gov/tim ss/, accesed on November 2nd 2016).
Kementrian Pendidikan
Nasional. 2011. Instrumen
Penilaian Hasil Belajar
Matematika SMP: Belajar dari PISA
dan TIMSS.
Yogyakarta: P4TK.
Mullis et al. 2013. TIMSS 2015 Assessment Framework. United States: TIMSS and PIRLS International Study Center.
National Council of
Teachers of
Mathematics. 2000 . Principles and Standards for School
Mathematics. Reston, VA :
NCTM.
Soedjaji, R. 2000. Kiat Pendidikan Matematika di Indonesia.
Surabaya: Departemen Pendidikan dan Kebudayaan Direktorat Jenderal
Pendidikan Tinggi. Utami, Lina. 2016. Analisis Kesulitan Siswa SMP Kelas
VII dalam
Menyelesaikan
Soal Operasi
Hitung Bilangan
dan Solusi
Pemecahannya. Makalah
disampaikan pada Konferensi
Nasional Penelitian
Matematika dan Pembelajarannya (KNPMP I) yang diselenggarakan
di Universitas
Muhammadiyah Surakarta,
Surakarta, 12
