An Analysis of Students’ Error in Solving Critical Thinking Problems in Integral Calculus Course based on Newman Error Analysis Theory Viewed from Gender Differences and Habits of Mind

Ariawan, Rezi and Zetriuslita, Zetriuslita (2019) An Analysis of Students’ Error in Solving Critical Thinking Problems in Integral Calculus Course based on Newman Error Analysis Theory Viewed from Gender Differences and Habits of Mind. In: In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019), 5-7 September, SKA Convention & Exhibition Center, Pekanbaru, Riau, Indonesia.

Text Prosiding 4_merged.pdf - Published Version Download (729kB)

Abstract

This study aims to describe the types of students’ error in solving mathematical critical thinking problems in Integral Calculus course based on Newman Error Analysis theory and viewed from gender differences and habits of mind. The method of the research is a descriptive quantitative research. The research subjects were 47 students from the third semester who have taken Integral Calculus course. The instrument of data collection was a test using the indicators of mathematical critical thinking skills and a questionnaire on the habit of mind. The data collection techniques are test and non-test techniques. The data was analysed by using quantitative descriptive technique. The result of this study indicated that: (1) The most dominant type of error is encoding (92.44%) and the least is decoding (6.08%); (2) The most dominant type of error by male and female students is encoding (96.43%) and (86.24%) and the least is decoding (24.28%) and (6.76%) ; (3) The most dominant type of error in terms of habits of mind with very good, good, and fair criteria is encoding (88.28%), (94.43%), and (77.7%) and the least one is decoding (10.56%), (19.76%), and (54.28%).

Actions (login required)

View Item