Error Analysis of Newman to Solve the Geometry Problem in Terms of Cognitive Style

摘要

Problem solving plays an important role in mathematics education because it could train students with mathematically minded. Many mistakes are still encountered in solving mathematical problems, especially on the matter of geometry. In this study has a purpose to describe student error in problem solving using Newman analysis (NEA) to solve the problem of geometry in terms of cognitive style. Newman analysis is a method of student error analysis in solving problems in the form of a description problem. This research is included in qualitative research with the subjects of this study are 4 students of class of 2016 mathematics education course IKIP Budi Utomo Malang, each consisting of students with different cognitive and gender styles. Data collection techniques in this study using test and interview techniques. Instrument for knowing reflexive cognitive style and impulsive cognitive style using MFFT (matching familiar figure test) to categorize students (fast-accurate, impulsive, reflexive, slow-inaccurate). Data analysis in this research use Miles and Huberman model. The result of the research shows that frequently mistake is in the transformation stage and skill process, it caused the students not to understand the procedure that will be used to solve the problem of the material is not well understood. In addition, the students showed a cognitive style that was more likely to be cognitive impulsive and reflexive style of 67.5%.