NEWMAN ERROR ANALYSIS ON MISTAKES OF TADRIS MATHEMATICS STUDENTS UIN K.H. ABDURRAHMAN WAHID PEKALONGAN IN SOLVING COMPLEX ANALYSIS QUESTIONS
Keywords:
Newman Error, Mathematical Problem-Solving, Error Analysis, Complex AnalysisAbstract
The background of this research highlights the importance of Mathematics Education students' understanding in solving complex analysis problems, where the concept is abstract mathematics that requires deep comprehension. This study aims to analyze the mathematical errors of Mathematics Education students at UIN K.H. Abdurrahman Wahid Pekalongan in solving complex analysis problems. The research type is qualitative research with a descriptive analysis focus. The subjects in this study are 15 sixth-semester Mathematics Education students in the academic year 2023/2024. Data collection techniques use test sheets with 3 questions and open interviews. Data validity techniques use triangulation by combining data from various sources (source triangulation), using several data collection methods (method triangulation). Data analysis techniques use the interactive model of Miles, Huberman, and Saldana which includes data condensation, data display, and conclusion drawing. Newman error analysis is used to analyze student errors in solving complex analysis problems. The results of this study show that there are no errors made by students on indicator type 1 (reading error), students on average make errors on indicator 2 (comprehension error) by 37,76%, the average error on indicator 3 (transformation error) by 53,3%, the average error on indicator 4 (process skills error) by 62,16%, and the average error most commonly made on indicator 5 (encoding error) by 66,63%. This research provides mapping of mathematical errors of Mathematics Education students in solving complex analysis problems. This research contributes significantly to the improvement of solving problems in abstract mathematical concepts.
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