Students' Errors in Understanding Numeracy Problems:A Case Study of Kinesthetic Students
DOI:
https://doi.org/10.35194/jp.v13i2.4265Kata Kunci:
errors, kinesthetic, numeracy, problem-solvingAbstrak
Numeracy is an essential skill that needs to be developed early on. With good numeracy skills, students are expected to be able to solve problems that occur in everyday life. However, not all students are able to solve problems in the form of numeracy well, one of which is students with kinesthetic learning styles. This is because numeracy problems are presented in visual form, which is not in accordance with the kinesthetic students, who more easily process information physically or through movement. Therefore, kinesthetic students tend to make many mistakes in solving numeracy problems. Therefore, the researcher intends to analyze the errors made by kinesthetic students in solving numeracy problems in order to help teachers find solutions to these problems. This qualitative study involved private junior high school students in Malang city with kinesthetic learning styles as research subjects. Researchers used learning style test questionnaires, numeracy problem test results, and interview results to obtain data, which were then analyzed through data reduction, data presentation, and conclusion/verification. Based on the study's results, it was found that kinesthetic students made three types of errors in solving numeracy problems, namely 1) errors in understanding the problem, 2) errors in understanding the problem, and 3) errors in solving numeracy problems. These errors are caused by several things, including 1) students' lack of ability to interpret the reading, 2) students' lack of willingness to reread the problems presented, 3) the numeracy problems presented are complicated, i.e. presented with many numbers and objects, 4) students tend to rush to solve the problems so they do not do the reexamination process.Referensi
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Ali, S. R., & Idris, D. D. N. (2013). A Model to Identify the Level of Numeracy Understanding of Primary School Pupils: A Case Study. International Journal of Computer Applications, 67(5), 41–49. https://doi.org/10.5120/11395-6694
Annisavitri, R., Sa’dijah, C., Qohar, Abd., Sa’diyah, M., & Anwar, L. (2020). Analysis of mathematical literacy test as a problem-solving ability assessment of junior high school students. 060002. https://doi.org/10.1063/5.0000648
Carbo, M., Dunn, R., & Dunn, K. (1986). Teaching Students to Read through Their Individual Learning Styles. Englewood Cliffs.
DePorter, B., & Hernacki, M. (2008). Quantum Learning: Membiasakan belajar Nyaman dan Menyenangkan. Kaifa.
Han, W., Susanto, D., Dewayani, S., Pandora, P., Hanifah, N., Miftahussururi, M., Nento, M., & Akbari, Q. (2017). Materi Pendukung Literasi Numerasi. Kementerian Pendidikan dan Kebudayaan.
Madyaratri, D. Y., & Prasetyo, A. P. B. (2019). Kemampuan Literasi Matematika Siswa pada Pembelajaran Problem Based Learning dengan Tinjauan Gaya Belajar. 2.
Nicholas, D. (2014). Emphasizing Numeracy as an Essential Skill. Higher Education Quality Council of Ontario.
Purnomo, H., Sa’dijah, C., Hidayanto, E., Sisworo, S., Permadi, H., &
Anwar, L. (2022). Development of Instrument Numeracy Skills Test of Minimum Competency Assessment (MCA) in Indonesia. International Journal of Instruction, 15(3), 635–648. https://doi.org/10.29333/iji.2022.15335a
Pusat Asesmen, P. (2020). AKM dan Implikasinya pada Pembelajaran. Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan.
Rakhmawati, Y., & Mustadi, A. (2022). The circumstances of literacy numeracy skill: Between notion and fact from elementary school students. Jurnal Prima Edukasia, 10(1), 9–18. https://doi.org/10.21831/jpe.v10i1.36427
Rezaeinejad, M., Azizifar, A., & Gowhary, H. (2015). The Study of Learning Styles and its Relationship with Educational Achievement Among Iranian High School Students. Procedia - Social and Behavioral Sciences, 199, 218–224. https://doi.org/10.1016/j.sbspro.2015.07.509
Rini, D. S., Adisyahputra, A., & Sigit, D. V. (2020). Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic. Universal Journal of Educational Research, 8(4A), 37–44. https://doi.org/10.13189/ujer.2020.081806
Sa’dijah, C., Purnomo, H., Abdullah, A. H., Permadi, H., Anwar, L., Cahyowati, E. T. D., & Sa’diyah, M. (2023). Students’ numeracy skills in solving numeracy tasks: Analysis of students of junior high schools. 040011. https://doi.org/10.1063/5.0113664
Sulisawati, D. N., Lutfiyah, L., Murtinasari, F., & Sukma, L. (2019). Differences of Visual, Auditorial, Kinesthetic Students in Understanding Mathematics Problems. Malikussaleh Journal of Mathematics Learning (MJML), 2(2). https://doi.org/10.29103/mjml.v2i2.1385
Trisnaningtyas, N. O., & Khotimah, R. P. (2022). Analisis Kemampuan Literasi Matematis dalam Menyelesaikan Soal AKM Ditinjau dari Gaya Belajar. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(4), 2714. https://doi.org/10.24127/ajpm.v11i4.5662
Udil, P. A., & Samo, D. D. (2023). Kemampuan Numerasi Siswa Kelas V SDN Bokong 2. Asimtot?: Jurnal Kependidikan Matematika, 4(2), 141–151. https://doi.org/10.30822/asimtot.v4i2.2341
Wahyuni, I. (2022). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini. Jurnal Obsesi?: Jurnal Pendidikan Anak Usia Dini, 6(6), 5840–5849. https://doi.org/10.31004/obsesi.v6i6.3202
Wiedarti, P. (2018). Pentingnya Memahami Gaya Belajar. Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudyaan.
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