WATSON'S CATEGORIES ANALYSIS OF SEQUENCES AND SERIES QUESTION

##plugins.themes.bootstrap3.article.sidebar##

PDF
Published: Jan 31, 2020
DOI: https://doi.org/10.22460/infinity.v9i1.p31-40
Keywords:
Error categories Sequence and series Watson

##plugins.themes.bootstrap3.article.main##

Anggita Maharani
Universitas Swadaya Gunung Djati, Indonesia
Ika Wahyuni
Universitas Swadaya Gunung Djati, Indonesia
Cucu Oktavianingsih
Universitas Swadaya Gunung Djati, Indonesia

Abstract

This article contains students' answers to the row and series questions which are then analyzed based on the Watson category. The problem that often arises is a large number of students who still cannot give the right answer to the sequence and sequence problems. Analysis very important to do, especially on the wrong answers so that the teacher knows where the student lies in solving a problem so the teacher can take appropriate corrective action. The Watson category is used to facilitate the tracking of errors that are often made by students. This paper describes the types of errors in solving row and series problems based on the Watson category and describes the percentage of each type of error. This type of research is a descriptive study with a qualitative approach. This research was conducted by giving a test about sequences and series question in the form of a description of four questions. The results showed that there were two categories based on Watson which were dominantly carried out by students, namely 1) incorrect procedures (34.06%) and 2) conclusions were lost (20.33%).

##plugins.themes.bootstrap3.article.details##

Issue
Vol. 9 No. 1 (2020): Volume 9, Number 1, Infinity
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.

References

Asikin, M. (2003). Pengembangan item tes dan interpretasi respon mahasiswa dalam pembelajaran geometri analit berpandu pada taksonomi solo. Semarang: FMIPA Universitas Negeri Semarang.

Astutik, Y., & Nuriyatin, S. (2016). Analisis kesalahan siswa dalam menyelesaikan soal cerita aritmatika sosial. Jurnal Pendidikan Matematika, 4(2).

Farida, N. (2015). Analisis kesalahan siswa SMP kelas VIII dalam menyelesaikan masalah soal cerita matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 4(2). http://dx.doi.org/10.24127/ajpm.v4i2.306

Irfan, M. (2015). Pemanfaatan gadget dalam pembelajaran matematika serta pengaruhnya pada mahasiswa yang mengalami math-anxiety di universitas sarjanawiyata tamansiswa pada mata kuliah persamaan diferensial. SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan Dan Teknologi, 1(1), 68–76.

Kasana, A. U., & Khotimah, R. P. (2019). Kesalahan siswa dalam menyelesaikan soal cerita materi program linear berdasarkan kriteria watson pada siswa kelas XI IPA di SMA Negeri 1 Ngemplak. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP) IV 2019, Prosiding-PM4

Kristayulita, K., & Nurhardiani, N. (2011). Analisis kesalahan menyelesaikan persamaan diferensial orde-1 pada matakuliah persamaan diferensial dengan panduan kriteria watson. Beta: Jurnal Tadris Matematika, 4(1), 30–52.

Munawaroh, N., Rohaeti, E. E., & Aripin, U. (2018). Analisis kesalahan siswa berdasarkan kategori kesalahan menurut watson dalam menyelesaikan soal komunikasi matematis siwa SMP. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(5), 993–1004. http://dx.doi.org/10.22460/jpmi.v1i5.p993-1004

Nahar, N. I. (2016). Penerapan teori belajar behavioristik dalam proses pembelajaran. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 1(1).

Perbowo, K. S., & Anjarwati, R. (2017). analysis of students' learning obstacle on learning invers function material. Infinity Journal, 6(2), 169–176. https://doi.org/10.22460/infinity.v6i2.p169-176

Putri, D. A. K. (2014). Analisis kesalahan siswa dalam menyelesaikan soal yang berhubungan dengan konstruksi statis tertentu berdasarkan taksonomi solo plus pada kelas X TGB SMK Negeri 3 Surabaya. Jurnal Kajian Pendidikan Teknik Bangunan, 3(1), 59–66.

Rahayu, G. (2019). analisis kesalahan siswa SMA dalam menyelesaikan soal trigonometri berbasis kemampuan penalaran menggunakan kategori kesalahan watson. Journal on Education, 1(3), 267–274.

Ratnasari, Y., Rosita, C. D., & Pramuditya, S. A. (2017). Pengaruh model pembelajaran reciprocal teaching terhadap kemampuan pemahaman dan komunikasi matematis siswa. Procediamath, 1(1).

Widodo, W., Hidayanti, N., & Gunawan, I. (2019). Pengaruh peran guru terhadap pemecahan barisan dan deret matematika. Jurnal Ilmiah Sains Dan Teknologi, 3(1), 59–77.