ANALISIS KESALAHAN MENYELESAIKAN SOAL ASESMEN KOMPETENSI MINIMUM BERDASARKAN TAHAPAN NEWMAN DITINJAU DARI GAYA KOGNITIF SISWA SMA DI KABUPATEN JEPARA

Alfain, Febriana Putri (2022) ANALISIS KESALAHAN MENYELESAIKAN SOAL ASESMEN KOMPETENSI MINIMUM BERDASARKAN TAHAPAN NEWMAN DITINJAU DARI GAYA KOGNITIF SISWA SMA DI KABUPATEN JEPARA. Sarjana / Sarjana Terapan (S1/D4) thesis, Universitas Muhammadiyah Semarang.

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Abstract

ABSTRAK Putri, A. F., 2022, Analisis Kesalahan Menyelesaiakan Soal Asesmen Kompetensi Minimum Berdasarkan Tahapan Newman Ditinjau dari Gaya Kognitif Siswa SMA di Kabupaten Jepara. Skripsi, Program Studi S1 Pendidikan Matematika, Universitas Muhammadiyah Semarang. Pembimbing: I. Venissa Dian Mawarsari, S.Pd., M.Pd., II. Dwi Sulistyaningsih, S.Si., M.Pd. Kata Kunci : Asesmen Kompetensi Minimum, Tahapan Newman, Gaya Kognitif. Beberapa hasil penelitian menyatakan bahwa tingkat penyelesaian siswa dalam mengerjakan soal AKM masih dikategorikan rendah. Misalnya di MA Darul Ma’wa Plumpang Tuban terdapat 61,90% siswa mendapat nilai dibawah 50 dalam menyelesaikan soal AKM, di SMAN 1 Mlonggo Jepara hanya terdapat 40 dari 65 siswa yang memenuhi kriteria ketuntasan minimum yang dib;uat oleh sekolah, untuk mengetahui sejauh mana siswa melakukan kesalahan dalam mengerjakan soal AKM maka perlu adanya penelitian lebih lanjut. Kegiatan siswa mempelajari dan menyelesaiakn soal AKM tentunya dipengaruhi gaya kognitif, gaya kognitif yang sesuai yaitu gaya kognitif field independent (FI) dan field dependent (FD), serta dalam menganalisis kesalahan tentunya membutuhkan prosedur analisis, prosedur analisis kesalahan yang sesuai yaitu prosedur kesalahan Newman. Berdasarkan hal tersebut dilakukan penelitian analisis kesalahan soal AKM yang ditinjau dari gaya kognitif. Tujuan dari penelitian ini untuk mengetahui kesalahan dan penyebab siswa melakukan kesalahan yang ditinjau dari gaya kognitif. Penelitian ini merupakan penelitian deskriptif kualitatif. Pemilihan sekolah pada penelitian ini menggunakan teknik proportionate stratified random sampling, serta pemilihan sampel menggunakan teknik purpose sampling yaitu siswa kelas XI dari 3 sekolah Swasta dan 3 sekolah Negeri di Kabupaten Jepara. Teknik pengambilan data pada penelitian ini yaitu dengan tes GEFT, tes soal AKM, wawancara dan dokumentasi. Hasil penelitian ini, siswa yang memiliki gaya kognitif FI melakukan kesalahan Reading Error (18.29%), Comprehension Error (18.09%), Transformation Error (17.79%), Procces Skill Error (17.19%), dan Encoding Error (28.64%). Siswa yang memiliki gaya kognitif FD melakukan kesalahan Reading Error(15.79%),ComprehensionError(17.69%), Transformation Error (19.48%), Process Skill Error (21.27%), dan tahap Encoding Error (25.78%). Penyebab kesalahannya yaitu kurang teliti, kurang memahami soal, tidak menuliskan secara lengkap, terburu-buru, dan akibat kesalahan sebelumnya. Hasil penelitian ini menunjukkan mayoritas gaya kognitif FI melakukan kesalahan Reading Error (18.29%), Comprehension Error (18.09%), Encoding Error (28.64%), dan gaya kognitif FD melakukan kesalahan Transformation Error (19.48%), Process Skill Error (21.27%), Encoding Error (25.78%). Berdasarkan kesalan tersebut peneliti memberikan saran supaya siswa lebih meningkatkan kemampuan berhitung, membiasakan menuliskan jawaban secara lengkap, harus sering berlatih menyelesaikan soal-soal AKM, memperhatikan manajemen waktu ketika mengerjakan, penguasaan materi ditingkatkan kembali, membiasakan mengecek ulang hasil jawaban, dan lebih mengenal lagi kalimat matematika.  ABSTRACT Putri, A. F., 2022, Error analysis solving the Minimum competency assessment questions based on Newman stages in terms of cognitive style of high school students in Jepara Regency. Thesis, Study Program S1 Mathematics Education, University Of Muhammadiyah Semarang. Advisor: I. Venissa Dian Mawarsari, S.Pd., M.Pd., II. Dwi Sulistyaningsih, S.Si., M.Pd. Keywords: Minimum Competency Assessment, Newman Stages, Cognitive Style. Some research results stated that the completion rate of students in working on AKM questions is still categorized as low. For example, in MA Darul Ma'wa Plumpang Tuban there are 61.90% of students scored below 50 in completing the AKM problem, in SMAN 1 Mlonggo Jepara there are only 40 out of 65 students who meet the minimum completeness criteria set by the school, to determine the extent to which students make mistakes in working on AKM problems, further research is needed. The activities of students studying and solving AKM problems are certainly influenced by cognitive styles, the appropriate cognitive styles are field independent (FI) and field dependent (FD) cognitive styles, and in analyzing errors, of course, requires analytical procedures, the appropriate error analysis procedures are Newman error procedures. Based on this research conducted error analysis of AKM in terms of cognitive style. The purpose of this study to determine the errors and causes of students make mistakes in terms of cognitive style. This study is a qualitative descriptive research. School selection in this study using the technique of proportionate stratified random sampling, as well as the selection of samples using the technique of purpose sampling is XI grade students from 3 private schools and 3 Public Schools in Jepara. Data retrieval techniques in this study are the GEFT test, AKM test questions, interviews and documentation. The results of this study, students who have cognitive style FI error Reading Error (18.29%), Comprehension Error (18.09%), Transformation Error (17.79%), Procces Skill Error (17.19%), and Encoding Error (28.64%). Students who have cognitive style FD make mistakes Reading Error(15.79%), ComprehensionError (17.69%), Transformation Error (19.48%), Process Skill Error (21.27%), and stage Encoding Error (25.78%). The cause of the error is less thorough, less understanding of the problem, not writing completely, in a hurry, and due to previous errors. The results showed that the majority of cognitive style Fi error Reading Error (18.29%), Comprehension Error (18.09%), Encoding Error (28.64%), and cognitive style FD error Transformation Error (19.48%), Process Skill Error (21.27%), Encoding Error (25.78%). Based on these regrets, the researchers suggested that students improve their ability to count, get used to writing complete answers, must often practice solving AKM problems, pay attention to time management when working, mastery of the material is improved again, get used to double-checking the results of the answers, and get to know more mathematical sentences.

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