An Analysis of Student Errors in Solving Higher Order Thinking Skills Problems on Number Patterns Using Newman's Theory
DOI:
https://doi.org/10.30606/absis.v7i1.2718Keywords:
Abstract
In an era where Artificial Intelligence is reshaping various sectors, education must evolve to equip students with the skills required to tackle complex future challenges. Mathematics, as a fundamental subject, plays a crucial role in fostering Higher Order Thinking Skills (HOTS), which are essential for problem-solving in diverse real-world contexts. This study investigates student errors in solving HOTS problems on number patterns at SMPN 23 Pekanbaru, utilizing Newman's Error Analysis framework. A qualitative descriptive approach was employed, with data collected through written tests and interviews. The study involved 26 students from class VIII D during the second semester of the 2023/2024 academic year. Data analysis was conducted inductively, classifying errors according to Newman's stages. The findings revealed that the most frequent errors occurred during the comprehension stage (69%) and encoding stage (54%), largely due to students' inadequate understanding of number pattern concepts and limited exposure to varied HOTS problems in the classroom. These results highlight the need for a broader range of HOTS problems in mathematics education to better develop students' higher-order thinking abilities. The study recommends that educators diversify problem types, offer guided problem-solving activities, and engage in action research to refine teaching methods and enhance student outcomes.
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Copyright (c) 2024 Ahmad Fauzi Ash Shiddieqy, Kartini, Maimunah
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