ANALISIS KESULITAN SISWA DALAM MEMECAHKAN SOAL CERITA MATERI PERKALIAN BERDASARKAN TEORI NEWMAN

Abstract

Tujuan penelitian ini untuk menganalisis kesulitan siswa dalam memecahkan soal cerita materi perkalian berdasarkan teori Newman. Metode penelitian ini adalah penelitian kualitatif deskriptif. Teknik pengumpulan data melalui observasi, wawancara dan tes tertulis. Subjek penelitian ini adalah 5 siswa kelas III SDN Gili Timur 3 Bangkalan. Hasil penelitian menunjukkan bahwa: (1) 6% siswa kesulitan dalam membaca (reading), (2) 6% siswa kesulitan dalam memahami (comprehension), (3), 12% siswa kesulitan dalam transformasi (transformation), (4) 76% siswa kesulitan dalam keterampilan proses (process skill), dan (5) 62% siswa kesulitan dalam menulis jawaban (encoding). Faktor-faktor yang menjadi penyebabnya adalah siswa tidak lancar membaca soal, siswa melakukan kesalahan dalam menuliskan urutan pengerjaan secara lengkap, siswa melakukan kesalahan dalam peroses perhitungan, siswa melakukan kesalahan dalam menuliskan jawaban, serta siswa melakukan kesalahan dalam menuliskan bentuk satuan. Jadi dapat disimpulkan bahwa kesulitan siswa dalam memcahkan masalah matematika berbentuk soal cerita banyak dialami pada tahap keterampilan proses dan menulis jawaban.

The implementation of this research becomes material for teacher study in order to maximize students' habit of reading story questions, understanding story questions, carrying out story problem solving procedures and re-examining the results of solving story problems. The aim of this research is to analyze students' difficulties in solving multiplication story problems based on Newman's theory. This research method is descriptive qualitative research. Data collection techniques through observation, written tests and interviews. The research subjects were class III students at UPTD SDN Gili Timur 3 Bangkalan. The results showed that: (1) 6% of students had difficulty in reading, (2) 6% of students had difficulty in understanding, (3), 12% of students had difficulty in transformation, (4) 76% students have difficulty in process skills, and (5) 62% of students have difficulty in writing answers (encoding). Factors that cause this are that students are not fluent in reading the questions, students make errors in writing the complete order of work, students made mistakes in the calculation process, student made mistakes in writing the answer, and students made mistakes in writing the unit form. So it can be concluded that the difficulties student in solving mathematical problems are mostly experienced at the stage of process skills and writing answers. Experienced at the stage of process skills and writing answers.