Analisis Kesalahan Numerasi pada Soal Cerita Pengukuran Volume Berdasarkan Newman Error Analysis

Muhammad Ilman Nashir, Joko Daryanto, Deni Zein Tarsidi

Abstract

Numeracy skills are essential competencies that support students in solving contextual mathematical problems, including word problems involving volume measurement. However, students still encounter various errors at different stages of problem solving, indicating the need for an analysis that can systematically identify the types and causes of these errors. This study aims to identify various forms of numeracy errors made by students when solving word problems involving volume measurement and to examine these errors based on the stages of Newman Error Analysis (NEA). This study employed a qualitative approach with a case study design. The research subjects consisted of 19 fourth-grade students at MI Muhammadiyah Sumber. Data were collected through document analysis, semi-structured interviews, and observation, and were analyzed using an interactive analysis model with technique triangulation. The results showed that students made five types of errors, namely process skills errors, reading errors, comprehension errors, transformation errors, and encoding errors. The most dominant error was process skills error (40.00%), while encoding error had the lowest percentage (14.44%). The findings indicate that the use of Newman Error Analysis (NEA) can systematically reveal the types of numeracy errors experienced by students. This information can serve as a reference for teachers in designing more targeted learning activities and determining appropriate follow-up actions in teaching volume measurement..

Keywords

Numeracy Errors, Newman Error Analysis, Word Problems, Volume Measurement, Elementary School Students

References

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DOI: https://doi.org/10.20961/ddi.v15i1.127611

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