Kesalahan siswa sekolah dasar dalam penyelesaian soal cerita pecahan: Tinjauan prosedur Newman berdasarkan gaya belajar

Abstract

This research aims to analyze various types of mistakes made by 4th grade students in class A at SDIT Al Ibrohimi during the process of solving mathematical story problems on the topic of fractions utilizing the Newman procedure, while reviewing their learning styles. The procedure includes five stages, namely Reading, Comprehension, Transformation, Process Skill, and Encoding.  This research employs a descriptive qualitative approach, involving 25 students as subjects selected using simple random sampling technique to provide equal opportunities for all chosen students to be part of the sample. Data was collected through the administration of tests in the form of story problems, distribution of learning style questionnaires, conducting interviews, with instruments that have been validated by four experts. Data analysis was conducted through stages of reduction, data presentation, and drawing a conclusion. Based on the research findings, students with visual learning styles tend to make mistakes in the comprehension stage of problem understanding. Auditory learners not only make mistakes in comprehension but also in converting word problems into mathematical forms (transformation). Meanwhile, students with kinesthetic learning styles tend to make mistakes throughout the entire problem-solving procedure. The causes include limitations in understanding the material, forgetfulness, difficulty in converting the form of the problem, and a lack of understanding in following problem-solving procedures. This study indicates that teachers need to adjust their teaching strategies to accommodate all learning styles of students and to frequently provide exercises that emphasize conceptual understanding, thus minimizing errors in solving mathematical conclusion problems.