ANALYSIS OF STUDENTS ERROR IN SOLVING HIGHER-ORDER THINKING PROBLEMS ON PROPORTION

Abstract

Abstract

Higher-order thinking is approached as the “top end” of Bloom’s (or any other) taxonomy (Bookhart, 2010). In learning process, higher-order thinking problem is rarely used. Based on Anderson’s Taxonomy (Revised Bloom’s Taxonomy), higher-order thinking skills is in analyzing, evaluating and creating thinking process, such that not all students are able to solve higher-order thinking problems as they are having difficulties in the specific phases. Proportion problem is difficult for students, it can make students encounter errors. This research is aimed to describe students’ errors and the underline reasons that caused students’ error in solving higher-order thinking problems on proportion. The approach used in this research is a qualitative approach. Researcher uses qualitative data to describe analysis about errors committed by students of grade VIII Junior High School in solving higher-order thinking problem on proportion. This research was conducted in class VIII-D and VIII-L of SMP Negeri 2 Taman on second semester of academic year 2016/2017. Class VIII-D consists of 36 students and class VIII-L consists of 35 students. Researcher chose four students to be the research’s subjects. Four subjects consist of two students of VIII-D and two students of VIII-L. These four subjects were chosen to be interviewed according to three requirements which are students who commit many types of error in solving the problem of tests given, the variations section, type, and the underline reason of error, and openness and fluency in communicating. According to data analysis, there were five students’ errors in solving higher-order thinking problems on proportion which are, (1) reading error, (2) comprehension error, (3) transformation error, (4) process skill error, and (5) encoding error. Type of error students mostly commit is process skill error, which they made error in processing mathematical concept and arithmetical error. The underline reasons of this error are student uses correct concept but incorrect in processing it, uses wrong mathematical operation and not aware of making mistake in proportional concept.

Keywords: analysis of error, higher-order thinking problems, proportion.