Mathematical Error Patterns to Facilitate Solving Math Problems for Junior High School Students

Abstract

Mathematical understanding is important in problem-solving. This study aimed to find patterns of mathematical understanding errors in solving mathematics problems for junior high school students. The method used in this study is qualitative. Data collection uses triangulation. Interviews were conducted on three subjects during one month at Islamic Junior High School. Data collection techniques are carried out through triangulation, namely test results, interviews, and observations. The intrusion used is a math problem-solving test. This study found patterns of errors in solving mathematical problems in the field of geometry. From the results, it was found that the biggest error pattern was in calculating the area and perimeter of rectangles and parallelograms. Stakeholders can also use the results of this research in education to encourage understanding of geometric concepts in education at the secondary level. This study offers educational authorities policy options regarding the importance of understanding mathematics in general and geometry in particular for students.