DESCRIPTION OF STUDENTS’ ERRORS BASED ON NEWMAN’S PROCEDURE IN RATIO AND PROPORTION WORD PROBLEMS

Abstract

This study aims to describe and analyze the types of errors made by students in solving mathematical word problems on ratio and proportion based on Newman’s Error Analysis. This study employed a descriptive qualitative approach. The subjects were Grade VIID students of SMP N 2 Bantarsari selected based on the results of a diagnostic test. Data were collected through a written test consisting of word problems and semi-structured interviews. Data validity was established through technique triangulation by comparing the results of the written test with the interview results. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that students still made errors at all five Newman stages when solving ratio and proportion word problems. The percentages of student errors were as follows: reading error 0%, comprehension error 37.5%, transformation error 25%, process skill error 16.7%, and encoding error 83.3%. The most dominant errors occurred at the transformation and process-skill stages, where students had difficulty converting word-problem statements into appropriate mathematical models and made errors in fraction or ratio calculations.