ANALISIS KESALAHAN SISWA SMA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA SPLTV BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI GAYA BELAJAR

ANALYSIS OF MISTAKES OF HIGH SCHOOL STUDENTS IN SOLVING SPLTV MATHEMATICS STORIES BASED ON THE NEWMAN PROCEDURE IN VIEW OF LEARNING STYLES

Permasalahan yang sering siswa lakukan dalam menyelesaikan soal cerita adalah permasalahan yang berkaitan dengan soal cerita materi SPLTV. Berdasarkan hasil ulangan harian materi SPLTV di SMA Negeri 1 Sampang diperoleh bahwa masih banyak siswa nilai ulangan hariannya dibawah KKM karena siswa seringkali melakukan kesalahan dalam menyelesaikan soal cerita materi SPLTV. Karakteristik siswa dalam memahami suatu materi mempengaruhi beberapa kesalahan dalam menyelesaikan masalah diantaranya gaya belajar yang dimiliki siswa. Gaya belajar adalah cara khas yang dimiliki setiap siswa untuk menangkap informasi secara efektif dalam suatu pembelajaran. Terdapat tiga jenis gaya belajar, di antaranya gaya belajar visual, gaya belajar auditorial, dan gaya belajar kinestetik. Dari ketiga gaya belajar tersebut, terdapat perbedaan gaya belajar yang dimiliki dari masing-masing siswa.

Penelitian ini merupakan penelitian deskriptif kualitatif dengan melakukan analisis kesalahan matematika yang bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan masalah pada materi SPLTV serta penyebabnya ditinjau dari gaya belajar visual, auditorial dan kinestetik. Data pada penelitian ini berdasarkan angket gaya belajar, jawaban siswa berdasarkan soal dengan mengacu pada indikator kesalahan newman dan wawancara. Subjek penelitian ini adalah 3 siswa yang dipilih dari 36 siswa kelas X IPA 5 SMAN 1 Sampang. Selain berdasarkan hasil tes, dilakukan wawancara pada 3 subjek terpilih dan analisis pada jawaban subjek untuk menganalisis penyebab lebih lanjut siswa melakukan kesalahan.

Berdasarkan hasil penelitian, didapatkan siswa dengan gaya belajar visual melakukan kesalahan transformasi karena kurang menguasai materi, kesalahan keterampilan proses karena belum paham metode eliminasi, dan kesalahan penulisan jawaban akhir karena salah dalam proses perhitungan dan waktu sudah habis. Adapun jenis kesalahan yang dilakukan siswa dengan gaya belajar auditorial adalah kesalahan membaca karena salah membaca karena tidak terbiasa membaca nominal mata uang (Rp), kesalahan memahami masalah karena tidak dapat memahami dan menafsirkan makna soal dengan baik, kesalahan transformasi karena kurangnya pemahaman siswa terkait variabel, kesalahan keterampilan proses karena tidak teliti dan tergesa-gesa dalam menjumlahkan dan kesalahan penulisan jawaban akhir karena tidak terbiasa menuliskan satuan dan tidak sesuai dengan yang ditanyakan soal. Selain itu, siswa dengan gaya belajar kinestetik melakukan kesalahan memahami masalah karena menganggap informasi diketahui sama halnya dengan memodelkan, kesalahan transformasi bingung membuat model matematika dan tidak fokus, kesalahan keterampilan proses karena kurang teliti dalam mensubsitusikan persamaan kurang tanda kurung, dan kesalahan penulisan jawaban akhir karena lupa tidak menuliskan kesimpulan.

Kata Kunci: Analisis Kesalahan, Prosedur Newman, Gaya Belajar, SPLTV

The problems that students often do in solving story problems are problems related to SPLTV. Based on the results of the daily test on SPLTV material at SMA Negeri 1 Sampang, it was found that there were still many students whose daily test scores were below the KKM because students often made mistakes in solving story questions on SPLTV material. Characteristics of students in understanding a material affects several errors in solving problems including the learning styles that students have. Learning style is a unique way that each student has to capture information effectively in a lesson. There are three types of learning styles, including visual learning styles, auditory learning styles, and kinesthetic learning styles. Those learning styles are different for each student.

This research is a qualitative descriptive study by analyzing mathematical errors that aims to describe students' mistakes in solving problems in SPLTV material and their causes in terms of visual, auditory and kinesthetic learning styles. The data in this study were based on a learning style questionnaire, students answers were based on questions with reference to Newman's error indicators and interviews. The subjects of this study were 3 students whoe were selected from 36 students of X IPA 5 at SMAN 1 Sampang. Besides, interviews were conducted on 3 selected subjects and analysis on the subject's answers to analyze the further causes of students mistakes.

Based on the results of the study, it was found that students with a visual learning style made transformation errors due to lack of mastery of the material, process skills errors because they did not understand the elimination method, and errors in writing the final answer due to errors in the calculation process and time was up. The types of errors made by students with an auditory learning style are reading errors due to misreading because they are not used to reading nominal currency (Rp), errors in understanding the problem because they cannot understand and interpret the meaning of the questions properly, transformation errors due to students' lack of understanding regarding variables, process skill errors because they were not careful and in a hurry in adding up and mistakes in writing the final answer because they were not used to writing units and did not match what was asked about. In addition, students with a kinesthetic learning style made mistakes in understanding the problem because they assumed that information was known as well as modeling, transformation errors were confused in making mathematical models and not focused, process skills errors were due to inaccuracy in substituting equations lacking parentheses, and errors in writing the final answer because forgot not to write the conclusion.

Keywords: Error analysis, Newman procedure, Learning style, Linear Equation Three Variables