Analysis of Student Errors in Solving Algebra Problems: A Newman's Error Analysis Perspective
DOI:
https://doi.org/10.17509/j-mer.v7i1.885Keywords:
Newman's Error Analysis, algebra, SPLDV, linear function, mathematics learning errorsAbstract
This study examines the types of errors made by eighth-grade students when solving algebra problems using the Newman's Error Analysis (NEA) framework. Thirty students from a public junior high school in Bandung were selected through purposive sampling. Data collection instruments included four essay items covering Systems of Linear Equations in Two Variables (SPLDV), linear functions, contextual quadratic equations, and algebraic operations, complemented by semi-structured interview guidelines. Each error was categorized into one of the five NEA stages: reading, comprehension, transformation, process skill, and encoding. Analysis of 328 errors revealed that transformation errors were most prevalent (38.7%), followed by process skill errors (27.4%), comprehension errors (18.6%), encoding errors (10.2%), and reading errors (5.1%). These findings indicate that the primary obstacle is not reading the problem but translating contextual information into a mathematical model—a difficulty rooted in weak conceptual understanding and limited exposure to context-based tasks. The study recommends instructional approaches that prioritize mathematization competence, conceptual reinforcement, representations.
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