Mathematical Literacy and Newman's Error: an Analysis in Terms of High and Low Levels of Mathematical Resilience

Abstract

Mathematical literacy is a student competency that must be possessed. The results of the PISA mathematical literacy competition in Indonesia from year to year have not been encouraging. It is necessary to study more deeply about student errors in mathematical literacy. The purpose of this study was to investigate mathematical literacy and student errors. Furthermore, it is reviewed from the level of mathematical resilience. This research is on junior high school students in Indonesia. The research method uses exploratory. Subjects were selected purposively based on the level of mathematical literacy, Newman error and level of resilience. The subjects in this study, three with high mathematical resilience and two with low mathematical resilience. The data collection technique used a mathematical literacy test using the PISA model and a resilience questionnaire. The results showed that two subjects with low resilience achieved mathematical literacy levels 1 and 2. The results of mathematical literacy were no subjects reached level 6. Two subjects with high resilience could achieve mathematical literacy levels 4 and 5. While one subject with high resilience achieved mathematical literacy only level 3. Subject error at each level is relatively the same, namely misunderstanding the problem. In addition, in the transformation of questions and process skills.