Error Analysis in Solving the Rational and Irrational Inequalities

Abstract

This research aims to analyze students'answers in rational and irrational inequalities. A qualitative method was used in this research. Data were collected from 42 students of 10th grade through the test consisted of 10 problems. The result showed two groups of students'solutions. The first is students who used a number line and the second is students who solve directly without the number line. There are six categories of student errors i.e. solving rational inequality, looking for zero makers in numerators and denominators of rational inequality, errors arose from problems with factorization, wrong in applying the property of distribution, ignoring irrational inequality rules, and misinterpreting the sign of inequality. We conclude the use of number lines is enough to help students in solving rational and irrational inequality if students understand the rules of rational and irrational inequalities and able to interpret the sign of inequalities on the number line.