Kesalahan Peserta Didik dalam Menyelesaikan Soal Cerita KPK dan FPB Berdasarkan Newman's Error Analysis

Novyta Puspasari, Sukarno Sukarno, Riyadi Riyadi

Abstract

Students’ ability to solve word problems in mathematics, particularly those involving the Least Common Multiple (LCM) and Greatest Common Factor (GCF), remains low. Students struggle when concepts they have mastered procedurally are presented in a contextual format, necessitating an analysis to identify patterns of error. This study employed a descriptive qualitative approach and was conducted at Mojo Surakarta Public Elementary School during the 2025/2026 school year. The research subjects were 17 students in Class 4B and the Class 4B teacher. Data were collected through a word problem test (6 items), task-based interviews, and documentation. Data validity was ensured through triangulation of techniques and sources. Data analysis utilized the Miles and Huberman interactive model. Of the 212 identified error units, comprehension errors were the most prevalent (48.11%), followed by encoding errors (25%), transformation errors (10.84%), process skill errors (process skill errors) at 10.37%, and reading errors at 5.66%. Factors contributing to these errors included a lack of understanding of the concepts of LCM and GCF, difficulty understanding the context of word problems, a lack of attention to detail, and insufficient practice with structured word problems. The results of this study can serve as a reference for teachers in designing more appropriate learning strategies to minimize errors.

Keywords

error analysis; math word problems; LCM & GCF; Newman's Error Analysis; elementary school

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DOI: https://doi.org/10.20961/ddi.v14i5.124671

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