Application of Newman Errors Analysis Theory Related to Mathematical Literacy Problems: A Case Study of Secondary Students in Class 11

Abstract

To improve students' mathematical literacy, it is important to have an analysis of the causes of low students’ learning literacy. Error analysis in solving literacy problems is the first step to see students' current mathematical literacy. In this qualitative study, the error analysis was based on Newman's theory in working on mathematical literacy problems. This case study involved 30 students of Grade XI at one of the leading private schools in Solo City, Indonesia. The subject was selected using snowball sampling so that all types of errors could be described for each gender. It used a validated test instrument in which the researcher as the main instrument used think-aloud to obtain the necessary data. To obtain valid data, the researcher compared the results of the analysis between subjects. The data were analyzed through data reduction, data presentation, and drawing conclusions. This study concludes that 1) reading errors occur in female students, but the steps taken did not affect the next type of error; 2) Comprehension errors occur because of the inability to identify what is being asked from the presented image and identify the location of the angle. Besides, female students misunderstood the information of angle statement; 3) transformation errors are indicated by the difficulty in determining the lengths of the sides of the triangles formed and unable to make the mathematical model of the problems; 4) process skill errors are showed by errors in applying the Pythagorean theorem, the variable calculation process, and determine the roots of the equation as well as the error in calculating the value of the square of the coefficients; and 5) encoding errors occur when the student does not write down the final answer correctly and not conclude what had been done previously so that he did not answer what was asked with another error of writing the results with positive or negative notation for distance values.