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1. The document analyzes the errors of students in solving problems involving three-variable linear equation systems (SPLTV) based on the stages of Castles. Through this analysis, the researchers aim to identify where students' problems lie - whether in conceptual errors, procedural errors, or technical errors. 2. The research uses a qualitative descriptive approach. Data was collected from 32 students in Class X of SMA N 2 Talang Ubi through tests on SPLTV problems. The results show that most students made conceptual, procedural, and technical mistakes. 3. Based on the analysis, the researchers concluded that 25 students made conceptual mistakes, 22 made procedural mistakes, and 25 made technical mistakes. Only one student was

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41 views2 pages

Abstrak English

1. The document analyzes the errors of students in solving problems involving three-variable linear equation systems (SPLTV) based on the stages of Castles. Through this analysis, the researchers aim to identify where students' problems lie - whether in conceptual errors, procedural errors, or technical errors. 2. The research uses a qualitative descriptive approach. Data was collected from 32 students in Class X of SMA N 2 Talang Ubi through tests on SPLTV problems. The results show that most students made conceptual, procedural, and technical mistakes. 3. Based on the analysis, the researchers concluded that 25 students made conceptual mistakes, 22 made procedural mistakes, and 25 made technical mistakes. Only one student was

Uploaded by

Eli Yuliana
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Analysis of the Error of the Participants in Solving the Problems of the Three Variable

Linear Equation System (SPLTV) Based on the Stages of Castles in Class X of SMA N 2
Unggulan Talang Ubi

M. Rafly Naufal Hafidz


Rasikha Amalia
Suoervisor : Eli Yuliana, M.Pd
SMA N 2 Unggulan Talang Ubi, Kab. PALI-South Sumatera/Indonesia, Burkekrub@Gmail.com,
rasikhaaml15@gmail.com
LPB Mathematics (Talang Ubi,PALI/South Sumatera) 2019

1. Introduction Through the stages of Kastolan, researchers are


According to the IKPI member (2013), trying to find where the problem of the students in
SPLTV is a set of linear equations that have a solving the issue of SPLTV is conceptual error,
solution that all of them consist of three variables.
procedural errors, and technical errors by raising
The three-variable linear equation (SPLTV) system
is a concept in mathematical sciences used to the title of student error analysis In the problem of
resolve cases that cannot be resolved using a single the three variables Linear equation System
linear equation of a variable and a linear equation (SPLTV) based on the phase of Castolan in grade
of two variables. SPLTV issues are many of us X SMA N 2 featured Talang Ubi.
encounter in our daily life. Therefore we need to
understand and do it well. For example, when there 2. Research method
are several packages of goods that contain three This research uses a qualitative, descriptive
types of goods that are equal to different volumes, approach. According to Maleong (2002),
we will not be able to know the unit price of the
qualitative research will produce descriptive data of
goods contained in the package if we do not know
the basis of calculation Is the concept of SPLTV. In written words, images instead of numbers or
the world of business and finance, SPLTV values. Data will be easily observed and gained
materials in the Gukanan to disverify investments from people or research objects. Desktiptif
and loan calculations. Research According to Sukardi (2013) is a study
(http://yos3prens.wordpress.com). that seeks to illustrate and interpret objects
In the 2013 curriculum, SPLTV material is according to what they are. This approach allows
taught in X-grade SMA with the basic competence
of drafting a system of three-variable linear researchers to gather data and adapt to the context.
equations of contextual problems. Research is done in class X MIPA 2 SMA N 2
(KEMENDIKBUD, 2016). This material is part of featured Tl. Ubi with the number of learners 32
algebra that is very important to learn in order to people.
understand the advanced material. In everyday life,
many practical problems are found that have linear 3. Results and Analysis
or near linear data. Based on the initial solicitation
After the test of 32 students in grade X
and from a short interview with a mathematics
teacher of class X SMA N 2 featured Talang Ubi, it MIPA 2 SMAN 2 flagship Talang Ubi, shows the
is known that in the scope of X-grade mathematics following data and the figure :
learning, the material about determining the
completion of three-variable linear equations It is Kesalahan Kesalahan Kesalahan
Konseptual Prosedural Teknik
one of the subjects that is difficult for students to
understand, because this material is closely related
Rb,K, Dt, A, F, Rd, F,
to the counting operation of algebra and the two- Al, Rz, Em, Rd,Dt,A, Al, K,Rd,Dt,A,
variable linear equation system (SPLDV). It is Ma, Ba, Ag, Rz, Em, Ba, Al,Rz, Em,
backed by research conducted by Triyana, 2016 Sa, Ta, Ls, Ag, Sa, Ta, Ga,Ma,L,
which states that students have difficulty in Nh, Jw, Dr, Ls, Nh, Jw, Ba,
resolving SPLTV issues in... M, Ja, En, Dr, Ja, Ns, Ag,Sa,Ta,
Because it is difficult to understand the intent of the Aa, Sm, My, En, Aa, Sm, Nh, Jw, Dr,
question that is related to the things known and Rr, Ff, Jn, Jn M, Ja, Ns,
asked by the question and difficult to conclude the Sm, My, Ff
result of solving the problem. Therefore,
researchers are interested to analyse what the
learners mistake in resolving the SPLTV issue.
student who can solve the SPLTV problem
perfectly.

4. Conclusion
From the analysis of error 32 students in
solving the problem of SPLTV can be concluded:
There are 25 learners who do conceptual mistakes.
There are 22 learners who do procedural mistakes
Terrcan 25 learners who do technical mistakes.
It is suggested that researchers advise
students or teachers to:
a. Learning the one variable linear equation
system, the two variable linear equation system,
and also the algebra operations.
b. We would also think that the teachers need to
have the ability to make the classroom more
appealing to the students. Because to them math
is boring.
c. The teachers need to improve their teaching
capabilities and their attention on to resolving
the student's incapabilities.

References
[1] Anggota IKPI. Modul Pintar Eksis
Matematika. Bandung : Citra Pustaka. 2015, 37.
[2] Kastolan dkk. Identifikasi Jenis-Jenis
Kesalahan Menyelesaikan Soal-soal
Matematika yang Dilakukan Peserta Didik
Kelas XI Program A1 SMA Negeri Se-
Kecamatan Malang. Malang: IKIP Malang.
1992.
[3] Kemendikbud. Kerangka Dasar Kurikulum
2013. Kementrian Pendidikan dan Kebudayaan.
2016.
[4] Moleong Lexy J. Metodologi Penelitian
Kualitatif. Bandung :Remaja Rosdakarya. 2004.
[5] Naeli Muslimahtul Hhanifah. Analisisi
Kesalahan Penyelesaian Soal Prosedural
Bentuk Pangkat Bulat dan Scaffoldingnya.
2012.
[6] Sukardi. Metodologi Penelitian Pendidikan
Kompetensi dan Prakteknya. Jakarta. Bumi
Aksara. 2013.
[7] Triyana, Sugiatno. Metakognisi Siswa Dalam
Menyelesaikan Masalah Sistem Persamaan
Linear Tiga Variabel di Sekolah Menengah
Atas. Pendidikan Matematika FKIP Untan :
Pontianak. 2016
This means that almost all learners are unable to
resolve SPLTV issues. Learners are unable to
formulate SPLTV issues and are unable to find the
solution. Of the 32 students, there is only one

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