Analysis of Student’s Error in Solving Multiplication Operations in Terms of Mathematical Concept Understanding

Abstract

This research was conducted to analyze students' errors in solving multiplication operations in terms of understanding students' mathematical concepts. The subjects of this study were 57 students from two elementary schools in Kupang Regency, East Nusa Tenggara, Indonesia who had previously studied multiplication concepts and operations. This research method is descriptive quantitative with error analysis using Newman's Error Analysis (NEA). The conclusion of this study is that students' mathematical concept understanding, who the subject of this study is still relatively low with a percentage of 24.2%. The percentage of students' mathematical concept understanding is still in the low category for the first and third indicators, and moderate for the second insdicator. So that the number of errors found in student answers to questions containing the first and second indicators is in the high category, while the second indicator is in the medium category. The mistakes made by students in this study were reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The mistakes made by students in solving questions of multiplication operations were caused by their low ability to understand the concept of multiplication. Keywords: error analysis, mathematical concept understanding, multiplication, elementary school