ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA GEOMETRI BERRDASARKAN PROSEDUR NEWMAN

TABLE OF CONTENTS

TABLE OF CONTENTS........................................................................................i
CHAPTER I............................................................................................................1
INTRODUCTION..................................................................................................1
A.

Background...............................................................................................1

B.

Research Problem......................................................................................4

C.

Research Objective....................................................................................4

D.

Research Benefits......................................................................................4

E.

Term Limit.................................................................................................4

CHAPTER II..........................................................................................................6
LITERATURE RIVIEW.......................................................................................6
A.

Theory Riview...........................................................................................6

B.

Relevant Research...................................................................................24

C.

Fremework...............................................................................................27

CHAPTER III......................................................................................................29
RESEARCH METHODS....................................................................................29

A.

Type of research......................................................................................29

B.

Research Subject.....................................................................................29

C.

Research Procedures................................................................................30

D.

Research Instrument................................................................................32

E.

Data Analysis Techniques........................................................................33

F.

Quality Standard of Qualitative Research...............................................35

BIBLIOGRAPHY................................................................................................38

CHAPTER I
INTRODUCTION

1

2

A.

Background
B. Science is the key to all the problems of both lives in the world and the
hereafter. Science is very influential in our lives, with the science created
objects that can facilitate our work, with the science we can manage the
natural resources that exist around, with science we also do charity. One

way to study is through formal education. Formal education is a structured
educational pathway of basic education, secondary education, and higher
education.
C. The quality of education in a country is one of supporting the development
of the country. One of the problems of education in Indonesia is that
students have not been able to compete with the students of other countries
when the demands of competition in the field of education are very
necessary for the young generation in the era of the ASEAN Economic
Community. Education Indonesia should be able to prepare graduates who
are able to overcome the competition.
D. One that can be used to see the quality and success of education
internationally is TIMSS (The Trend in International Mathematics and
Science Study). TIMSS (2011) aims to examine the improvement of math
and science learning in the school curriculum that is held every four years.
The results of TIMSS (2011) Indonesian students are used as one of the
basic improvements of the 2013 curriculum. One of TIMSS (2011)
activities is to test the mathematics ability of fourth-grade students
(elementary school) and grade VIII junior high school (Mullis, et al, 2012:
5)

3

E. According to NCTM (2000: 7), in mathematics learning there are five
process standards: problem-solving, reasoning and prof, communication
(communication), connection), and representation (presentation). Students
are required to have the ability to count only, but also must have the ability
to reason, logical, and critical in solving the problem. This is in line with
TIMSS demands involving knowledge, application, and reasoning in
learning mathematics.
F. Mathematics is one of the areas of study that occupy an important role in
education. This is shown from the implementation of mathematics
education given to all levels of education ranging from elementary school
to higher education and even in college. Mathematics is also important to
learn because math is never out of human life. One of the subjects that
became the focus of the TIMSS assessment was mathematics, in
mathematics, there are two domains of the content domain and cognitive
domain. One of the subdomains in the content domain is Geometry. The
average percentage of true Indonesian students in sub-geometry domains
is 24% lower than the international average of 39%.
G. Mathematics lessons have several characteristics, one of which is the

mathematics has an abstract object. Many students complain of learning
math difficulties. In learning mathematics there is an evaluation process in
the evaluation process, there are two types of math problems. There is a
problem presented in the form of a mathematical model. But there are
times when mathematical problems are presented in word problems, which
in its solution requires certain steps.

4

H. In solving the word problem is not only required the ability to calculate it
but also needed reasoning power, therefore students sometimes have
difficulty. The difficulties experienced by the students allow for mistakes
in working on the word problem. Therefore, the errors experienced by
students in solving the word problem is considered necessary to be
analyzed so that errors are often done by students can be known so that
teachers can provide appropriate assistance to students. There are some
mistakes that are often done when students do the word problem is: First
the students sometimes wrong in reading and understanding the problem.
Both students already understand the problem but have not captured the
important information contained in the matter so that students do not know

what is asked and that is known in the matter. The three students have
difficulty in changing the word problem into the form of the mathematical
model, and the students are wrong in determining the problem-solving
strategy. The four students wrong in performing the count operation. The
five students are wrong in the writing of the answer or the student is wrong
in summing up the final result.
I. Based on the errors that are often experienced by students who have been
described above can be classified into the types of student error in solving
the word problem. Newman (in White, 2010) mentions several types of
mistakes that students often do in the word problem, the types of errors
include reading errors, comprehension, transformation, process skills, end
coding (Error in writing the answer).

5

J. Based on the description above, to know the possible mistakes of students
in solving the word problem on geometry material, encouraging writers to
conduct research entitled " Analysis of Students’ Error in Solving
Geometry Word Problems Based on Newman’s Prosedures".
K.

Research Problem
L. Based on the above background description, the problem to be discussed
in this research is "How to profile the students' error in solving the
geometry word problems based on Newman's error analysis procedure?".

M.

Research Objective
N. From the above problem formulation, it can be concluded that the goal to
be achieved in this research is "Knowing the profile of student error in
solving the geometry word problem based on Newman's error analysis
procedure".

O.

Research Benefits
P. The expected benefits of this research are as follows:

1.

Increase the writer's insight about the difficulties experienced by students’ in

2.
3.

solving the word problem.
Can provide stock for the author as a prospective educator.
Teachers can use as one of the materials in creating a better learning

4.

process.
Increase teacher's knowledge especially about students' difficulties in

5.

solving word problems.
Students are expected to minimize the occurrence of errors in solving the
word problem.

6

Q.

Term Limit
R. To avoid different interpretations against the terms used in this research, it
is necessary given the limitations of the term as follows:

1.

An analysis is an investigation of an event to know the real situation. In this

case, the investigation is about the students' mistakes in solving the word problem
that related to the geometry material. So it can be known the cause of errors
committed by students.
2.
Mistakes in this study are errors made by students in solving the word
problem that includes the type of error. The type of error in question is an error
based on Newman's procedure of reading errors can be called Type R errors,

comprehension errors can be called Type C errors, transformation errors can be
called T Type errors, process skills can be called Type P errors, and encoding
errors can be called Type E errors.
3.
Analysis of errors referred to in this study a technique to identify, clarify and
interpret systematically errors made by students in solving the word problem.
4.

The word problem referred to in this study is a mathematical question in the

form of a description related to the geometry material that has been studied
previously by the subject of research.

S. CHAPTER II
LITERATURE RIVIEW

7

8

A.

Theory Riview

1.

The nature of mathematics
B. Mathematics is part of a definite science (exacta) apparently has its own
origins. Mathematics comes from the Latin word "mathematika" originally
derived from the Greek word "mathematike" meaning "knowledge,
though, learning". According to Big Indonesian Dictionary (KBBI),
mathematics is defined as the science of, the relationship between
numbers, and operational procedures used in solving problems concerning
numbers.
C. Another form of mathematics is a very symbolic language (Rashid, 2000:
x). Haryono (2014: 118) suggests that:
D. "Math and language have the same meaning and function. If
mathematics is used as a tool that unites humans in numeracy, then
language is also a tool for uniting human beings in communicating,
but language is universal which is used by certain countries that use
their respective languages while the mathematics of all countries use
it, if a country declares 2 + 2 = 4 then in another country. "
E.
F. Based on the blurb Haryono (2014:118) defines that mathematics is the
national language. Things that were revealed by Tyro (2010:22) that
mathematics is a language that is very symbolic, representing a series of
meanings that want to be delivered.
G. Murtadho and Tambunan (1987: 2.4) state that:
H. “one of the essential elements in the teaching of mathematics is
mathematics itself. A teacher of mathematics must know the object
that is taught that is math. What is math?”
I.
J. Thus Murtadho and Tambunan (1987:2.4) defines the following math:

9

a.

Mathematics is the knowledge of quantity and space, one of the branches of

b.
c.
d.
e.

many sciences, systematic, orderly and exact.
Mathematics is the numbers and calculations that are part of human life.
Mathematics is the knowledge or science of logic and numerical problems.
Mathematics is the queen of science.
Mathematics is a measuring instrument and does not lie in the social
sciences, economics, and technology (mathematics is the queen of all
sciences, servants of all sciences).
K. It can not be denied that there are many more definitions expressed by
experts on mathematics. From the above definitions can at least provide an
overview of the understanding of the math itself. Mathematics can be
viewed from different angles and mathematics itself can enter various
aspects of human life ranging from the simplest to the most complicated
things, therefore all the above definitions are acceptable.

2.

Word problem
L. In Kamus Besar Bahasa Indonesia (KBBI) the problem is defined as what
demands answers and so on (questions in the count) or things to be solved.
While the story is defined as a speech that unfolds how the occurrence of a
thing (events, events, etc.) or articles that tell the deed, the experience or
both the suffering of people, whether real or imaginary or manifestation of
the play or embodied in the live image. Therefore the question of the word
problem can be interpreted as a form of problems relating to an event,
events and so forth which is usually related to problems in everyday life
that demands answers or solutions to the problem.

3.

Analysis of errors in mathematics

10

M. In Big Indonesian Dictionary (KBBI), an analysis is interpreted as an
investigation on an event (essay, action and so on) to find out what the
causes, how to sit the case, and so forth. While mistakes are defined as
being wrong, mistakes, and omissions. Therefore the analysis of error can
be interpreted as an investigation of the act of deviating or error by finding
out what the causes of the occurrence.
N. Analysis of errors in this study is the investigation of irregularities or
mistakes made by students who are systematic in solving the word
problem of mathematical.
4.

The types and categories of errors in mathematics
O. In the Large Indonesian Language Dictionary (KBBI) error refers to a
confusion or forgetfulness. In this case, the confusion or forgetfulness can
be done accidentally or intentionally. There are several elements that
influence the incidence of errors, such as students, faculty, learning

methods, the environment and others.
P. According to Hadar et al (1987) errors can be classified as follows:
a.
Data errors, data errors associated with a mismatch between known data and
b.
c.
d.
e.
f.

a.
b.
c.
d.
e.

data cited by students.
Error interpreting language.
Errors using logic in drawing conclusions.
Error using definition or theorem.
Resolution is not checked again.
Technical problem.
Q. Radatz (in Padmavathy: 2015) classifies errors based on information
obtained from students and classifies the categories as follows:
Mistakes due to lack of mastering prerequisite, fact, and concept skills.
Error due to wrong or rigid in thinking.
Error due to the application of irrelevant rules or strategies.
Error due to the difficulty of obtaining special information.
Error due to difficulty understanding language.

11

R. Newman's error analysis method was first introduced in 1997 by Anne
Newman, a mathematics teacher in Australia. With this method, Newman
suggests five specific activities as a very helpful to find where the errors
that occur in the student's work when solving a word problem. Newman's
error analysis was designed as a simple diagnostic procedure. Newman (in
White, 2010) states that when a person tries to answer work problems
mathematical it must pass several obstacles in sequence: level 1 Reading,
level 2 Comprehension, level 3 Transformation, level 4 Process Skills,
level 5 Encoding. Of the five activities above that must be done by the
students while solving the word problems, Newman (in White, 2010)
a.
b.
c.
d.

listed the interview instructions for the method of analysis as follows:
Please read the question to me. If you don’t know a word, leave it out.
Tell me what the question is asking you to do.
Tell me how you are going to find the answer.
Show me what to do to get the answer. “Talk aloud” as you do it so that I

can understand how you are thinking.
e.
Now, write down your answer to the question.
S. With these questions then the type of error and the cause of student error
when solving the math word problem can be found. As for the indicator of
the type of error based on Newman's procedure (in Clements, 1980) and
the same thing that indicates the type of student error based on Newman's
procedure (in faith in Ekayanti, 2017) as shown in the following table:
T.
Table 1. Indicator Type of Student Error Based on Newman
Procedure
U. Error Type
Reading errors




V.
Indicator
Error in reading and understanding
problems
Student's mistake in recognizing the
symbols on the problem

12

Comprehension



errors

Transformation



errors

Process skill errors

AA. Encoding errors

BB.








Students can already understand the
problem but have not captured the
information contained in the question
Students do not know what is known or
what is in the problem
Students fail to understand the problems
to be transformed into correct
mathematical sentences
The student is wrong in determining
problem solving strategy
Error in process skills
The student is wrong in using the rules
or rules are correct
Error in calculation or computation
Error writing the final answer
Error in using the notation
Errors due to careless or inadequate

From the above explanation, it can be said that there are no guidelines

or standards that become references to determine or classify students'
mistakes in doing math problems. Since this study uses math word
problems so that researchers choose to use the classification in accordance
with it. As revealed by White (2010) that Newman's Error Analysis (NEA)
is suitable for classification in diagnosing students' mistakes in solving
word problems mathematics. Therefore in this study, the researchers used
the procedure Newman in analyzing student error.
5.

The Definition Of Geometry
CC. Geometry (Moeharti, 1986) comes from the Latin word
"Geometria", Geo meaning land and metria means measurement. Whereas
according to Iswadji (2001) geometry is every wake that is seen as a set of
specific points (points set), while space means as the set of all points.
Geometry is also defined as a branch of mathematics that studies the point,

13

line and space objects and their properties, their sizes and their relationships
with each other.
DD.Usiskin (Prasetio, 2012) states that:
i.
ii.

Geometry is a branch of mathematics that studies visual patterns.
Geometry is a branch of mathematics that links mathematics to the physical
world or the real world.
EE. Van Hiele (in Prasetio, 2012) states that:

i.

Geometry is the presentation of abstractions from visual and spatial

ii.

experiences, such as fields, patterns, measurements, and mappings.
Geometry provides approaches to problem solving, such as drawings,
diagrams, coordinate systems, vectors, and transformations.
FF. In the mathematics geometry are mind-objects that have perfect
shape and size. Geometric objects are objects of thought derived from real
objects that are abstracted and idealized. abstracted is not considered the
color, odor, temperature and other properties and idealized that is considered
perfect. Objects in geometry are abstract, meaning they are mind objects
where they can only be imagined in the mind, although they can be
represented in the form of models or props, in fact, they represent only a
few properties of objects by removing the ideal properties of the object
itself. The objects of geometry are the points, plane, angle, triangle, and
other geometry constructs in which they are objects "perfect" within the
frame of mind of Euclid.
GG.Learning geometry needs to be deliberately designed to create
an environment that supports the cognitive learning of learners. If learners

14

are required to be ready for a deductive geometry curriculum at high school,
it is important for learners' thinking to develop at level 2 (informal
deduction) at the end of grade VIII (Van De Walle, 2008: 155).
HH.Geometry is one of the material that is considered important in
mathematics. Usiskin (in Safrina, 2014) gives a reason why geometry needs
to be taught ie first, the geometry of the only field of mathematics that can
relate mathematics to the physical form of the real world. Second, the only
geometry that can allow mathematical ideas to be visualized, and third,
geometry can provide a non-singular example of a mathematical system.
II. It is necessary to distinguish between geometrical knowledge by
thinking geometry. Knowledge of geometry is information (concept) owned
by someone based on his logical observation about matters relating to
geometry. Knowledge of the geometry of the students is influenced by the
mastery of the concept. The less the concept of student geometry means the
lower the knowledge of the geometry of the student. While thinking
geometry is one's ability to explore, provide logical reasons, and solve
problems about geometry. Think geometry has several levels from the
lowest level to the highest level.
6.

Mathematics material in junior high school
JJ. The scope of the subject matter of junior high school mathematics at K13
(curriculum 2013) consists of arithmetic, algebra, geometry, opportunity,
and statistics. The geometry material in the junior high school has been
defined in K13 in a logical order to suit the student's interest and level of

15

ability. Therefore, in learning geometry, the material should be sequential
and not skip, the most important in geometry is basic understanding. With
a solid foundation, it will be easier to develop and expand understanding
of geometry learning. At the junior level students are expected to be able
to develop a systematic problem-solving plan in order to group the objects
into classes and subclasses.
KK.Geometric objects are abstract mind objects, then mastering the
concept for each teacher is very important. The teacher must always sharpen
the understanding of geometric concepts taught because the mistakes of
teacher concepts will lead to the concepts of students who will be the source
of difficulty or error in solving geometry problems. Based on the curriculum
2013 (K13) mathematics material taught to junior high school students can
be seen in Table 2 below:
LL. Tabel 2. Mathematics material in junior high school
MM.

OO. Class VII

PP.

Class VIII

Class

NN.
a.
b.
c.
d.
e.
f.
g.
a.
b.
c.
d.
e.
f.
g.
h.
i.

Materi

Set
Numbers
Triangles and Four-side plane figure
Ratio and propertions
Linear equations and linear inequalities
in one variable
Social arithmetic
Transformations
Algebraic expressions
Function
Linear Equations
Linear equations in two variable
Coordinate System
Quadratic equation
Comparison
Pythagoras theorem
Circles

16

j.
k.
l.
a.
b.
c.
d.
e.
f.
g.
h.
i.

QQ. Class IX

sSolid figure
Statistics
Probability
exponential number and root shape
Quadratic functions and equations
Comparison
Coordinate system
Enlargement and similarity
Solid figure
Statistics
Probability
Number pattern, sequence and series

RR.
SS. Basically, the purpose of learning geometry at the junior level is
so that students can understand the properties and relationships between
elements of geometry and can be a good problem solver in solving
mathematical problems, especially geometry that has an abstract object of
study. Although in fact, geometry material has been known to students since
elementary school, junior high school students often experience difficulties
when faced with this material, one of the material that has been studied by
the students of junior high school class VIII is triangle and rectangle.
TT.
UU.
7.
Triangle and rectangle
a.

Triangle
VV.
Polygons are closed sealed waves bounded by sides in the form of
segments of straight-line segments. Djadir, Minggi, Ja'faruddin, Zaki,
Sidjara (2017) mentioned that "Triangle is a polygon with three sides".
Further according to Team Geometry "triangle is a combination of three
C

A

B

17

segments of a line formed by three non-aligned points with which the two
are interconnected." Can be seen in the following figure:
WW. figure 1. Triangle ABC
XX.
YY.
Figure 1 is a figure of an ABC triangle can be symbolized by
ΔABC .

´ ,
AB

´ , and
BC

´
AC

is called the triangle side ABC.

The three sides of the triangle which intersect form an angle, ie ∠A, ∠B,
and ∠C. Thus, a triangle has three angles and three sides. Triangle has
several types. The types of triangles can be reviewed on the basis of the
following elements. Figure 1 is a picture of an ABC triangle that can be
symbolized by ΔABC. .

´ ,
AB

´ , and
BC

´
AC

is called the triangle

side ABC. The three sides of the triangle which intersect form an angle, ie
∠A, ∠B, and

∠C .

Thus, a triangle has three angles and three sides.

Triangle has several types. The types of triangles can be reviewed on the

i.

1.

basis of the following elements:
ZZ.
Types of triangles by relative lengths of their sides
AAA. Triangles can be classified according to relative lengths of their sides.
The three types of triangles are as follows:
Scalene triangle
BBB. a scalene triangle is a triangle whose trhee sides are not equal in
length. ∆ ABC in figure 2 below is a scalene triangle.
CCC. Figure 2. Scalene Triangle

18

DDD. The sides
2.

3.

ii.

´ ,
AB

´ , and
BC

´
AC

are not equal in length (

´ ≠ BC
´ ≠ AC
´ ).
AB
Isosceles triangle
EEE. An isosceles triangle is a triangle in which two of its sides are equal in
length. ∆ ABC in figure 3 below is a isosceles triangle.
FFF. .
GGG.C
HHH. Figure 3. Isosceles Triangle
´ = BC
´ .
III. The length of AC
JJJ.
A
B
KKK.
LLL.
MMM.
NNN.
Equilateral triangle
OOO. An equilateral triangle is a triangle whose three sides are equal in
length. ∆ ABC in figure 4 below is an equilateral triangle.
PPP. Figure 4. Equilateral Triangle
´ BC
´ = AC
´
QQQ.
The length of AB=
C

A
B
Types of triangles by the measure of their interior angles
RRR. Triangles can be classified according to the measure of their interior
1.

angels. The three types of triangles are as follows:
Acute triangle
SSS. An acute triangle is a triangle whose all three interior angles are acute
angles (The angle between

0°

and

90 ° .

∆ PQR

in figure 5 is an

acute triangle. ∠ P , ∠ Q , and ∠ R are acute angles.
TTT. Figure 5. Acute Triangle
UUU.
VVV.
R

P

Q

19

WWW.
XXX.
2.

Right Triangle
YYY. A right triangle is a triangle in which one of its interior angles is an
angle is a right angle.

∆ PQR

in figure 6 is a right triangle.

∠Q

is a

right angle.
ZZZ.
AAAA. Figure 6. Right Triangle
3.

Obtuse triangle

R

P

Q

R

Q

P
BBBB. An obtuse triangle is a triangle in which one of its interior angles is an
obtuse triangle (The angle of magnitude between
∆ PQR

DDDD.

90 °

and

180 ° .

in figure 7 is an obtuse triangle. ∠ P is an obtuse angle.
CCCC. Figure 7. Obetuse Triangle

Notice the following triangle.

E
EEEE. Figure 8. Triangle
FFFF.AB =¿ Base of triangle
EC=¿ Altitude of triangle
GGGG.
So,
HHHH.
1
base × altitude
Area ofE ∆ ABC= ×
2
Perimeter of ∆ ABC= AB+BC +CA

ABC

20

IIII.
JJJJ.
b.

Rectangular
KKKK. A rectangular is a polygon with four sides and four vertices. Consider
the following picture.

MMMM.

LLLL. Figure 9. Rectangular
Figure 9 is rectangular because all the flat wake that is in the

picture has 4 pieces of line segment (side) and 4 corner points. Thus, based
on the picture can be seen that the rectangle is divided into 6 types, namely
square, rectangle, parallelograms, trapezium, rhombus, and kites.
Squares
NNNN.Squares is a plane ractangular whose all four interior angles are right

i.

angles and whose four sides are equal in length. In figure 10 is a Squares.
OOOO.
Figure 10. Squares ABCD

PPPP.

The properties of Squares:

 Has four sides and four angles points

21

 Has two pairs of parallel sides and equal length

AB ∥CD∧ AD ∥ BC .
 The length of each side of any is aqual (AB = BC = CD = DA).
 Four interior angles are right angles ∠ A=∠ B=∠C=∠ D

is 90°

(right angles).
QQQQ.

Formula of perimeter square

¿ s +s + s+ s

¿4 s

RRRR.
SSSS.

Formula of area square

TTTT.

¿s

¿s×s

2

UUUU.
Note: s=¿ square side length
Rectangle
VVVV. A rectangle is a plane with all four angles is a right angle and opposite

ii.

sides of the same length. In figure 11 is a rectangle.
WWWW.
Figure 11. Rectangle ABCD

XXXX.

The properties of a rectangle



Has four sides and four angles points



Has two pairs of parallel sides facing and equal length:

AD ∥ BC∧ AB∥CD ; AD =BC ∧ AB=CD


The four angles are equal

∠ A=∠ B=∠C=∠ D

angle)


Has two equal length diagonals



Has two folding symmetry

is 90° (right

22



Has two rotary symmetry

¿ p +l+ p+ l

YYYY.Formula of perimeter rectangle

¿ 2 p+2 l

ZZZZ.
AAAAA.

¿ 2( p+l)

BBBBB. Formula of area rectangle

iii.

¿ p×l

p=¿ rectangle side length
CCCCC. Note:
l=¿ rectangle side wide
DDDDD.
Parallelograms
EEEEE.
Jajar genjang is a plane rectangular having sides facing equal

length and parallel, having two pairs of angles each of which is equal to
the angle in front of it, the number of adjacent angles

180 ° and the two

diagonals intersecting in the middle of the plane. Figure 12 is a
parallelogram.
FFFFF. Figure 12. parallelograms

ABCD

GGGGG. The Properties of parallelograms
 Has four sides and four angles points
 Has two pairs of sides that are parallel and equal in length
 Has two obtuse angles and two acute angles
 The opposite angle is equal
 The diagonal is not the equal length
HHHHH.

Formula of parallelogram

23

IIIII. Perimeter

= Sum of all length sied (

´ BC
´ + CD
´ + DA
´ )
AB+
Area

iv.

=

base × altitude

Trapezium
JJJJJ. The trapezium is a plane rectangular that has a pair of parallel sides,
facing but not equal. Figure 13 is a trapezium.

KKKKK.
LLLLL.

Figure 13. Trapezium

ABCD

The properties of the trapezium
 Has four sides and four angles points
 Has a pair of sides that are parallel but not equal in lenght.
MMMMM.
NNNNN.

Formula of trapezium

Perimeter = The sum of all the lengths of

the sides
OOOOO. Area =

1
( lenght side AB+lenght side AD ) × altitude
2
v.

Rhombus
PPPPP.A rhombus is a parallelogram of equal sides whose lengths are equal
and diagonally intersect perpendicular to each other. Figure 14 is a
rhombus.
QQQQQ.

24

RRRRR.
SSSSS.

Figure 14. Rhombus

ABCD

The properties of a rhombus

 Has four sides and four angles points
 The four sides are the equal length
 Two pairs of opposite angles are the equal
 The diagonal intersects perpendicularly
 Has two folding symmetry
UUUUU.

TTTTT.
Perimeter

sides
VVVVV.

vi.

Area

Formula of rhombus
¿ The sum of all the lengths of the

1
¿ x diagonal 1 x diagonal 2
2

Kites
WWWWW. Kite is a plane designated by two different sides whose sides are
equal in length, the opposite angle is equally large, one of the twodimensional diagonals on two equal and vertical sides of the diagonal.
Figure 15 is a kite.

XXXXX.

Figure 15. Kites

ABCD

YYYYY. The properties kites
 Has four sides and four angles points
 Has two pairs of equal lengths

25

 Has two equal angles
 The diagonal intersects perpendicularly
 One diagonally divides the other diagonally equally long
 Has one-fold symmetry
ZZZZZ.
AAAAAA. Perimeter

Formula of kites
= The sum of all the lengths of the

sides

BBBBBB.

Area

1
¿ ×diagonal 1 ×diagonal 2
2

CCCCCC.
DDDDDD. Relevant Research
EEEEEE.

The results of relevant research are as follows: The first study

conducted by Siti Rokhimah (2015) with the title “Analisis Kesalahan
Siswa dalam Menyelesaikan Soal Cerita Matematika Materi Aritmatika
Sosial Kelas VII Berdasarkan Prosedur Newman”. The results obtained
from this research are the mistakes made by top group subjects namely
understanding the problems, transformation, and process skills; the
medium group that is an understanding problem, transformation, process
skill, and carelessness; and the lower group is reading the problem and
understanding the mass. For the occurrence of errors that are both done the
subject of upper, middle and lower group research indicates that the
mistakes made by the upper and middle group research subjects are due to
the lack of research subjects in the various exercise questions so that
difficulties with the problem are slightly different. While the cause of the

26

error for the lower group is not reading the problem carefully and not
understanding the overall meaning of the problem well.
FFFFFF.
The second study conducted by Parmjit Singh, Arba Abdul, and
Teoh Sian Hoon (2010) entitled “The Newman Procedure for Analyzing
Primary Four Pupils Errors on Written Mathematical Tasks: A Malaysian
Perspective”. The results of this study illuminate the following: With
regard to rural pupils, this study identified that 40.43% and 59.57% of
their errors in the English Language Test occur because of language
factors (Reading and Comprehension) and knowledge-content factors
(Transformation, Process Skills, Encoding, Carelessness, and Flawing
Arguments)). This is quite close to Newman (1977), in Clements and
Ellerton (1996), the finding that 35% of all mistakes made by low
achieving students occurs in the category of reading and understanding
while the rest of the error is in the content of science. Newman also found
that a high percentage error of 12% was made at the Transformation stage
in which students were asked to change their understanding of written
assignments into mathematical models. Incidentally, such incidents are
high enough for rural students. This is where at the point of transition
interconnection and mathematics language to students disconnected, up to
29.79% of all errors. For this group of students, while the percentage of
their errors is due to high language factors, they are also hampered by their
lack of knowledge of mathematics. Thus, English cannot be entirely
blamed for this low achievement in the English Test group. They are
responsible for the poor performance of their weaknesses in the math

27

course itself. Meanwhile, results for their urban counterparts, showing that
only 24.53% of their errors are derived from language factors while the
remaining 75.47% is due to knowledge-content. The following is evidence
of the culprit who degraded the performance of the students in their
English Mathematical acuity test which is still in the early stages of
development. For this group of students, it seems that the language offers
little barrier for them in handling mathematical tasks in English, what they
need to improve is their knowledge and mastery of math as the subject
itself. Collectively data for rural and urban students show closer
similarities to Newman (1977), Clements (1980), Watson (1980) and
Clarkson (1983), cited in Clements and Ellerton (1996), which show about
fifty percent error occurred in the first three steps of the New Hierarchy of
Causes of Errors (Clements and Ellerton, 1996). 34% of their errors
occurred at the Reading and Understanding stage, while 21% occurred
during the Transformation phase. With respect to the language-content
dichotomy of content, both rural and urban students perform 34% of
language errors and 66% of errors related to the content. In keeping with
the comments relating to the English achievement and mathematical
relationships made above, it should be repeated here that English does not
seem to be the main cause in causing low student performance as it is
made that happens. Apparently, the students are more defective by the
lesser mathematical acumen.

28

GGGGGG.
HHHHHH.

Fremework
Word problem is one of the tests that are quite complicated to be

done by students which resulted in most students having difficulty in
understanding and solving the word problems. This is because the word
problem is presented in the form of a series of sentences relating to daily
life and in the process of processing requires more skills. So that students
in solving the word problem of math sometimes still make mistakes,
especially in aspects of geometry that students often encounter in everyday
life. The student's mistakes can be influenced by several things such as,
students do not understand the material well, do not understand the intent
of the problem, the use of the definition or the theorem that is not
appropriate, less thorough, and most importantly students still less practice
to do the word problem and the causes others. Therefore it is necessary to
conduct an in-depth analysis of why students make mistakes and what
causes them.
IIIIII. At the time students solve the word problem there are some mistakes
that often do include: First, the students sometimes wrong in reading and
understanding the problem. Both students already understand the problem
but have not captured the important information contained in the matter so
that students do not know what is asked and that is known in the matter.
The three students have difficulty in changing the word problem into the
form of the mathematical model, and the students are wrong in
determining the problem-solving strategy. The four students are wrong in
performing the counting operation. The five students are wrong in the

29

writing of the answer or the student is wrong in summing up the final
result.
JJJJJJ. Errors that are often done by students based on the description above
can be categorized types of errors as follows: the first mistakes of students
sometimes wrong in reading and understanding the problem, this can be
categorized as a type of reading error. Both students already understand
the problem but have not captured the important information contained in
the matter so that students do not know what is asked and what is known
from the problem, this can be categorized as a mistake in understanding
the problem. The three students have difficulty in changing the word
problem into the mathematical model, and the students are wrong in
determining the problem-solving strategy, this can be categorized as a
mistake in transformation. The four students are wrong in performing the
counting operation, this can be categorized as a type of error in process
skills. The five students are wrong in the phrase of writing answers or
students wrong in summing up the final result, this can be categorized as
an error in writing the final answer.
KKKKKK. This is similar to Newman's error analysis procedure. So
Newman's error analysis procedure is one of the appropriate methods to be
used in analyzing the causes and types of errors that students make in
solving word problems.

LLLLLL. CHAPTER III
RESEARCH METHODS

30

31

A.

Type of research
B. The type of research used in this study using descriptive qualitative
research type. Bogdan and Taylor (in Moleong in Darmadi, 2014: 287)
suggest that qualitative research is a study that yields descriptive data in
the form of written and oral words of observed persons and behaviors.
Sudjana and Ibrahim (2014) mentioned that the data obtained from
descriptive qualitative research are observations, interviews, photographs,
written excerpts from documents, field notes, and not in the form and
number of statistics. The results of the analysis of descriptive qualitative
research in the form of description of the situation studied in the form of
narrative descriptions.

C.

Research Subject
D. This research will be conducted in Junior High School 1 Barebbo year
2017/2018 with a subject of research is a student of class VIII. Students
who are subjected to research are students who have studied geometry
material. Furthermore, each category of students' mathematics ability is
selected by two students, where the selected students are students who
have good communication skills. The categorization of students'
mathematical abilities refers to the following set of ratings (Ratumanan

and Laurens in Ma'sum in Maryam, 2016: 76).
1. Students are capable of higher mathematics

80 ≤ score is obtained

≤100 .
2. Students are capable of medium mathematics

60 ≤ score is obtained

¿ 80 .
3. Students are capable of low mathematics 0 ≤ score is obtained ¿ 60 .

32

T.

Research Procedures
E. The first step in this study is the provision of tests to students who aim to
classify students' math skills in high, medium, and low categories.
Furthermore, each category of students' mathematics ability is selected by
two students, where the selected students are students who have good
communication skills. Then provide a diagnostic test of the word problem
to identify mistakes made by students. In the next stage, researchers
conducted interviews with students with the aim of knowing the cause of
student error in solving the problem. From the causes of such errors, it can
be classified errors that he did including what kind of error based on
Newman's procedures. By knowing the cause of student error is expected
for subsequent learning the number of students who experience difficulty
will be reduced so that mistakes can be minimized and simultaneously
improve the ability of students’ absorption in solving the mathematical
problems of geometric matter.
F. Based on the description above, research procedures in this study can be
described as follows:

G.
H.

33

Giving preliminary tests to classify students' math skills

High math
skills

Medium
math skills

Low math
skills

Administration of diagnostic tests in the form of word problems
geometry (developed by researchers)

Interview

Error analysis students based on the procedure Newman

The types and causes of errors of students in solving word problems
I.
J. Figure 16. Research Procedures
K.
L.
M.
N.
O.
P.

34

Q.
U.

Research Instrument

R. This study uses several instruments. Among others:
1.
Researcher as the main instrument
S. Researchers themselves as the main instrument that plays a role in data
collection, interviews with respondents and analyzes the results obtained.
2.
Test
T. In addition, researchers also used the test instrument. A test instrument is a
tool used in the framework of measurement and assessment (Lestari and
Yudhanegara, 2017: 164). The test referred to in this study is a diagnostic
test. The test used in the form of a description that requires an answer to
the discussion or description of words, so it can reflect the mindset of
students who do it. This test is structured to collect data in writing about
the type and form of student error. The test sheet is a about geometry
prepared to know the type of student error in solving the problem.
3.
Interview
U. Researchers also use interview guidelines to support researchers in digging
information about the location and type of student error in solving the
word problem related to the matter geometry. an interviewer is a rechecking or proof of information or information obtained previously
(Darmadi, 2014: 291). Interviews in this study should be done in depth
then the interview used by researchers is the semi-structured interview.
According to Elliott (in Wiriaatmadja, 2007: 119) semi-structured
interview is a pre-prepared interview form, but gives the discretion to
explain rather long may not directly focus on the question/discussion, or
propose the subject itself during the interview. The interview guide used is

35

the outline of the problem to be asked. In semi-structured interview
questions can develop depending on the answers given by the subject
under study.
V.

Data Analysis Techniques
V.

According to Patton (in Moleong, 2002), analyzing the data is the

process of organizing and sorting data into patterns, categories, and units of basic
descriptions so that the theme can be found and can be formulated hypotheses of
work suggested by the data. The process of qualitative data analysis activities in
this research is done with the following stages:
1.

Data Reduction
W. Reduce data means to summarize, select the main points, focus on the
things that are important, sought the theme and pattern so that the data
obtained provide a clear picture and make it easier for researchers to
continue collecting the next data.
X. The reduction phases in this study are.

a.

Correcting student work results, then ranking to determine the students who

b.

will be the subject of research
The result of the students' work in solving the word problem which is the
subject of the research is the raw data that must be transformed in the note

c.

as material for the interview.
The result of the interview is simplified into a good and neat arrangement of
language, then transformed into a note.
Y. This activity is done by processing the results of student interviews that
become the subject of research in order to become data ready for use.
Sugiono (2007: 247) reveals that reducing means summarizing, choosing

36

the essentials, focusing on the things that matter, looking for the theme and
pattern. Thus the data to be reduced gives a clearer picture and makes it
easier for researchers to collect the next data, and look for it when
necessary.
8.

Presenting data
Z. The presentation of data includes the classification and identification of
data, ie write a collection of valid data organized and categorized so as to
enable to draw conclusions from the data.
AA.
The stages of data presented in this study are:

a.

Presenting the results of the interview selected students as research subjects

b.

to be interviewed.
Presents the results of recorded interviews.

9.

Verify
BB.

Verification or drawing a conclusion is part of an activity in answering

questions and research objectives. a conclusion is considered credible if
supported by valid and consistent evidence when the researcher fielded the
data. This can be obtained by comparing the analysis of the results of work
and interview students who became the subject of research so that it can be
known the cause and type of student error in solving the problem of
mathematical stories on the material geometry.
W.

Quality Standard of Qualitative Research
CC.

The validity of data is important in qualitative research. The purpose

of examining the validity of the data is to reduce the bias that occurs at the
time of data collection. Sugiono (2017: 366) mentioned that the validity

37

test of data in qualitative research includes the test of transferability,
dependability, confirmability, and credibility.
1.

Transferability test
DD.

The test of transferability or in quantitative research is referred to as

an external validity test. External validity aims to show the degree of
accuracy or the results of a study can be applied to the population where
the sample is taken. And to ensure the results of such research can be
applied to other contexts and social situations.
EE.To convince the reader or another researcher to understand the results of
qualitative research so that there is a possibility to apply them, the
researcher in making the report must provide a detailed, clear, systematic,
and reliable description. Faisal (in Sugiono, 2017: 377) if the reader gets a
clear picture of what "research" research report is in effect, the research
report meets the standard of transferability. This is why the writer of a
2.

research report cannot guarantee this.
Dependability test
FF. The test of dependability or in quantitative research is commonly called
the reliability test. Sugiono (2017: 377) mentions that research is said to be
reliable if the reader can repeat or apply the research process. while in
qualitative research the dependability test can be done with an audit of the
whole process of research. The way to dependability test can be with an
independent auditor, or supervisor by auditing the entire research process
undertaken by the researcher while in the field until the moment the
researcher makes a conclusion. Faisal (in Sugiono, 2017: 377) the inability

38

of researchers to show or have "trace of field activity" it can be doubted
3.

dependability of research.
Confirmability test
GG.
Test confirmability or in quantitative research can be called objectivity
test research. Sugiono (2017: 377) states that a study is said to have met
the confirmability test standards if the results of the study have been
agreed upon by many people. The confirmability test is almost similar to
the dependability test. In this study, the confirmability test is supplemented

4.

by evidence in the form of interview recordings and test results.
Credibility test
HH.
A research data is said to meet the test credibility (degree of
confidence) if the results obtained in accordance with the facts that
occurred in the field. In this study, to obtain data that can be trusted or
credible then triangulation is done. According to Moleong (2007: 330)
triangulation is a technique of checking the validity of data that utilizes
other data outside existing data. These data to compare with existing data
so as to reduce bias. According to Sugiyono (2017: 373), there are 3 types
of triangulation ie triangulation of sources, triangulation techniques, and
triangulation time. In this research triangulation used is triangulation
technique. Triangulation technique is to check the data to the same source
with different methods. The method in question is a written test method by
interview method. If both methods produce the same data then the study
meets the credibility test.
II. Triangulation technique used by researchers to check the data validity in
this study. According to the Institute of Global Tech (in Bachri: 2010),
explains that triangulation seeks to quickly test existing data in reinforcing

39

interpretations and increasing the validity of data to avoid bias. In this
research, triangulation type used is triangulation technique, that is
checking the validity of data by comparing test result data with interview
result.

JJ.BIBLIOGRAPHY
KK.
LL.
MM.
NN.
OO.

PP.
QQ.
RR.
SS.
TT.
UU.
VV.
WW.
XX.

YY.
ZZ.
AAA.
BBB.
CCC.

Adinawan, Cholik, M., & Sugijono. (2014). Matematika SMP-MTs Kelas
VII Semester 2. Jakarta: Erlangga.
Celements, M. (1980). Analyzing Children's Errors on Written
Mathematical Tasks. Educationa