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Abstract
This research aims to describe students' error models in solving the Numeracy AKM test, particularly in the topic of trigonometry. This type of research is qualitative research with 3 high school students as the subjects, who are members of the IPNU IPPNU organization in Jatirejo Village, Jombang Regency. The research was conducted in the odd semester of the 2021/2022 academic year. There are three stages of analysis techniques used in this research: data collection, data reduction, and drawing conclusions. The data collection involved administering the AKM test to 6 subjects, followed by data reduction based on the three characteristics of students in solving the test. The description of the research findings is as follows: 1 student falls into the unverified solution model, 1 student falls into the misused data model, 1 student falls into the technical error model, and 2 students fall into the misinterpreted language model. Therefore, in this research, the dominant student error model is the Misinterpreted Language model, which refers to students' errors in translating the problems into mathematical language.
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References
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References
Cahyani, A. and Aini, I. N. (2021) ‘Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Trigonometri Berdasarkan Kriteria Watson’, Jurnal Pembelajaran Matematika Inovatif, 4(2), pp. 365–372. doi: 10.36294/jmp.v4i1.691.
Fitriani, El. et al. (2020) ‘Analisis Kesalahan Siswa Kelas XI dalam Menyelesaikan Soal Trigonometri’, in Seminar Nasional Pendidikan Matematika, pp. 163–168. doi: 10.36277/defermat.v2i2.44.
Hidayat, W. and Aripin, U. (2020) ‘Identifikasi Kesalahan Jawaban Mahasiswa Pada Mata Kuliah Trigonometri Berdasarkan Dimensi Pengetahuan Krathwohl’, JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), pp. 142–153. doi: 10.33603/jnpm.v4i1.3316.
Ika, L. (2021) ‘Teknik pengambilan sampel purposive dan snowball sampling’, Jurnal Kajian, penelitian & Pengambilan Pendidikan Sejarah, 6(1), pp. 33–39. Available at: http://journal.ummat.ac.id/index.php/historis/article/download/4075/pdf.
Kemdikbud (2019) Kementerian Pendidikan Dan Kebudayaan Republik Indonesia, 2019. Available at: https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbudterbitkan-pedoman-penyelenggaraan-belajar-dari-rumah.
Kemendikbud (2020) ‘AKM dan Implikasinya pada Pembelajaran’, Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan KebudayaanPembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan, pp. 1–37.
Movshovitz-Hadar, N., Zaslavsky, O. and Inbar, S. (2015) ‘An Empirical Classification Model for Errors in High School Mathematics’, National Council of Teachers of Mathematics, 18(1), pp. 3–14.
Mulyani, M. and Muhtadi, D. (2019) ‘Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Trigonometri Tipe Higher Order Thinking Skill Ditinjau Dari Gender’, Jurnal Penelitian dan Pembelajaran Matematika, 12(1), pp. 1–16. doi: 10.30870/jppm.v12i1.4851.
Nudin, B. (2017) ‘Peran Budaya Organisasi IPNU- IPPNU’, Jurnal eL-Tarbawi, X(1), pp. 91–104.
Permendikbudristek (2021) Asesmen Nasional, Permendikbud No 17.