Analisis Kesalahan Pemahaman Konsep Siswa pada Materi Bentuk Aljabar Berdasarkan Gaya Kognitif
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3027Keywords:
Error Analysis, Conceptual Understanding, Algebraic Forms, Cognitive Style, Newman’s Error Analysis.Abstract
This study aims to describe students’ conceptual understanding errors in solving algebraic problems based on Field Independent (FI) and Field Dependent (FD) cognitive styles. This qualitative descriptive study was conducted in Class VII A of SMP Negeri 5 Mataram during the 2025/2026 academic year. Data were collected using the Group Embedded Figures Test (GEFT), a conceptual understanding test, and semi-structured interviews guided by Newman’s Error Analysis (NEA). Research subjects were selected purposively based on GEFT and conceptual understanding test results. Data were analyzed through data reduction, data presentation, and conclusion drawing, with technique triangulation to ensure credibility. The findings showed that FI students made fewer errors and demonstrated more systematic conceptual understanding. Their errors mainly occurred at the process skills and encoding stages due to calculation inaccuracies and incorrect written responses. Meanwhile, FD students exhibited more varied errors, particularly at the comprehension and transformation stages, reflecting difficulties in identifying relevant information and constructing mathematical models. These findings indicate differences in conceptual understanding errors between FI and FD students. Therefore, mathematics teachers should consider students’ cognitive characteristics when designing learning activities to reduce conceptual errors and improve mathematics learning.
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