Exploring MTs students’ errors in mathematical problem solving: A newman error analysis of madrasah science competition problems

Fina Hanifa Hidayati; Iqbal Ramadani; Nidya Ferry Wulandari

doi:10.58524/jasme.v6i3.1529

Authors

Fina Hanifa Hidayati Universitas Islam Negeri Sunan Kalijaga, Indonesia
Iqbal Ramadani Universitas Islam Negeri Sunan Kalijaga, Indonesia
Nidya Ferry Wulandari Universitas Islam Negeri Sunan Kalijaga, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1529

Keywords:

Islamic Mathematics Education, Madrasah Science Competition, Mathematical Problem Solving, Newman Error Analysis, Student Errors

Abstract

Background: Mathematical problem solving in the Madrasah Science Competition (KSM) requires students to interpret contextual information, construct appropriate mathematical representations, perform accurate procedures, and communicate solutions effectively. However, difficulties at different stages of problem solving may hinder students’ ability to successfully address competition-oriented mathematics problems.

Aim: This study aimed to explore MTs students’ errors in solving KSM mathematics problems using Newman Error Analysis (NEA) and to examine their KSM participation experiences, study habits, and competition preparation.

Method: A qualitative case study was conducted with MTs students in Sleman Regency. Data were collected through mathematics problem-solving tests and questionnaires and analyzed using the Miles and Huberman framework through data reduction, data display, and conclusion drawing. Students’ errors were classified into five NEA categories: reading, comprehension, transformation, process skills, and encoding.

Results: The findings identified all five NEA error categories, with encoding errors occurring most frequently (93%), followed by process-skill (85%), transformation (80%), comprehension (53%), and reading errors (37%). Students also demonstrated variations in prior KSM participation, competition preparation, and regular mathematics study habits, providing additional context for understanding their problem-solving difficulties.

Conclusion: The findings indicate that students’ difficulties extend beyond reading and understanding problems to transforming information into mathematical representations, executing appropriate procedures, and communicating final answers accurately. Systematic and sustained problem-solving practice that integrates mathematical reasoning with Islamic contexts is therefore important for strengthening students’ competence in solving KSM mathematics problems.

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