ANALISIS KESALAHAN SISWA DALAM PENYELESAIAN SOAL CERITA DITINJAU DARI TIPE KEPRIBADIAN KEIRSEY

This study has the aim of describing the types and factors of student errors in solving Social Arithmetic story problems in terms of Keirsey's personality type based on Polya's error analysis. This research includes qualitative descriptive research. The research instrument was questioned for classifying Keirsey's personality types, questions about Social Arithmetic stories, and interview guidelines. The technical analysis of the data carried out includes data reduction, data presentation, and drawing conclusions. The results showed that misunderstandings of seven problems were made by Artisan, Rational, and Idealist subjects. Artisan and rational subjects did not write what is known and asked in the problem completely. In the Idealist subject, write down what is asked in the question, but it is not quite right. Planning errors were made by the four personality type subjects, where they were not able to properly arrange the completion steps. Errors in carrying out the plan were made by the four personality type subjects, where the Guardian subject did not complete the completion step and miscalculated. Artisan and Idealist subjects did not write down the solution formula. At the same time, the Rational subject did not write conclusions and formulas in several steps of completion. Re-checking errors were carried out by the four personality type subjects, where the Guardian, Artisan, Rational, and Idealist subjects got the final result but were wrong. Rational subjects also do not perform calculations when checking again. On the other hand, the Idealist subject does not re-examine the solution obtained. Abstrak Penelitian ini memiliki tujuan yaitu mendeskripsikan jenis dan faktor kesalahan siswa dalam menyelesaikan soal cerita Aritmatika Sosial ditinjau dari tipe kepribadian Keirsey berdasarkan analisis kesalahan Polya. Penelitian1ini termasuk penelitian deskriptif kualitatif. Instrumen2penelitian berupa angket penggolongan tipe kepribadian3Keirsey, soal cerita aritmatika sosial dan pedoman wawancara. Teknis analisis2data mencakup pengurangan data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan8bahwa kesalahan memahami7masalah dilakukan oleh subjek Artisan, Rational dan Idealist. Pada subjek Artisan dan rational tidak lengkap saat menuliskan apa yang diketahui dan ditanyakan dalam soal. Sedangkan subjek Idealist menuliskan apa yang ditanyakan dalam soal akan tetapi kurang tepat. Kesalahan menyusun rencana dilakukan keempat subjek tipe kepribadian, dimana mereka tidak mampu menyusun langkah penyelesaian dengan tepat. Kesalahan melaksanakan rencana dilakukan keempat subjek tipe kepribadian, dimana subjek Guardian tidak menyelesaikan langkah penyelesaian dan salah dalam perhitungan. Subjek Artisan dan Idealist tidak menuliskan rumus penyelesaian. Sedangkan subjek Rational tidak menuliskan kesimpulan dan rumus pada beberapa langkah penyelesaian. Kesalahan memeriksa kembali dilakukan keempat subjek tipe kepribadian, dimana subjek Guardian, Artisan, Rational dan Idealist memperoleh hasil akhir akan tetapi salah. Subjek Rational pula tidak melakukan perhitungan disaat memeriksa kembali. Sebaliknya subjek Idealist tidak memeriksa kembali penyelesaian yang diperoleh.

ANALISIS KESALAHAN SISWA SMK KELAS XI DALAM MENYELESAIKAN SOAL TRIGONOMETRI

Penelitian ini betujuan untuk mendapatkan deskripsi analisis kesalahan soal trigonometri yang dianggap sulit oleh siswa Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif yang bertujuan untuk mengetahui dan mendeskripsikan penyebab kesalahan siswa dalam menyelesaikan soal trigonometri. Subjek dari penelitian ini adalah siswa SMK Kelas XI IOP B di Kota Cimahi yang sudah mengampu mata pelajaran Trigonometri, dari 33 siswa diambil 3 jawaban siswa sebagai sampel yang dapat dianalisis hasil jawabannya. Intrumen yang digunakan dalam penelitian ini berupa tes yang terdiri atas 5 butir soal. Berdasarkan tes uji soal terhadap siswa kesalahan yang dibuat oleh siswa ketika menjawab soal adalah kesalahan dalam menentukan perbandingan trigonometri, kesalahan dalam menentukan langkah penyelesaian, kesalahan dalam menentukan panjang sisi-sisi segitiga dan tidak membuat kesimpulan jawaban.ABSTRACTThis research aims to obtain the description of error analysis in solving trigonometric problem that is considered difficult by students. The method in this research was descriptive qualitative which aimed to find out and described the causes of student errors in solving trigonometric problems. The subjects of this research were students of Class XI IOP B Vocational School in Cimahi who had mastered Trigonometry, from 33 students taken 3 student answers as samples that could be analyzed the results of the answers. The instruments that used in this research were test instrument consisting of 5 questions. Based on the test of students' questions the mistakes made by students when answering questions are errors in determining trigonometric comparisons, errors in determining the completion step, errors in determining the length of the sides of the triangle and not making conclusions on the answers.

Improving the Understandability of Dynamic Semantics

A clear understanding of the dynamic semantics of languages involved in the representation of behavior is essential for a large and varied audience such as final users of these languages, CASE tool builders or method engineers. This chapter introduces a proposal aimed at achieving such an understanding by suggesting a different metamodeling approach. This approach is based on a two layer architecture which puts forward the explicit distinction between the generic behavior represented in a dynamic model (Base Layer) and the behavior represented in relation to a particular situation (Snapshot Layer). Using this architecture as a starting point, a metamodel of UML State Machines is proposed, which consists basically of two UML class diagrams (one diagram for each layer of the architecture) and two maps. These maps represent, respectively, the determination of the initial status and the process performed by a run to completion step as defined in the UML semantics.