An analysis to student error of algebraic problem solving based on polya and newman theory

Abstract

This study aims to reveal student algebraic problem-solving errors based on Polya and Newman hierarchical indicator. The subject was a study of 30 students of grade VII in one of the junior high school located in the Timor Tengah Utara, NTT, Indonesian, 2018/2019 period. Process of collecting data used tests and interviews. The result of the student problem-solving ability test was grouped into three parts, namely 5 of the student in the low category, 20 of the student in the medium category, and 5 of students in the high category. The result of the analysis based on Polya indicator indicated that a group of low students made an error on all indicators. The medium of category students made an error in carrying out the plan and looking back. For those in the high category, they make an error in looking back indicator. While the result of the analysis was based on Newman hierarchical indicator that a group of low students made an error ranging from comprehension to encoding. Group medium student makes an error in the process skill and encoding process. For those in the high category, they tend to make an error at the encoding indicator.