ANALISIS KESALAHAN SISWA DALAM PENYELESAIAN SOAL CERITA MATERI VEKTOR DENGAN METODE FONG'S SCHEMATIC MODEL FOR ERROR ANALYSIS

Abstrak

Matematika merupakan ilmu pengetahuan dasar yang sangat diperlukan dalam kehidupan. Namun pada kenyataannya, masih banyak siswa yang memiliki masalah dalam menyelesaikan soal cerita. Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan, tingkat kemampuan siswa, serta faktor-faktor penyebab kesalahan yang dialami siswa kelas X SMA YLPI Pekanbaru dalam menyelesaikan soal cerita pada materi vektor berdasarkan Fong's Schematic Model for Error Analysis. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian melibatkan 20 siswa kelas X IPA, dengan pengumpulan data melalui tes uraian 4 butir soal cerita dan wawancara mendalam terhadap 4 siswa representatif. Teknik analisis data mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan klasifikasi kemampuan siswa terdiri dari 5 siswa berkemampuan tinggi, 6 siswa berkemampuan sedang, dan 9 siswa berkemampuan rendah. Jenis kesalahan paling dominan adalah kesalahan konsep/teorema (K2) sebanyak 15 kasus, diikuti kesalahan operasi/berhitung (K1) sebanyak 13 kasus. Faktor penyebab kesalahan pada siswa berkemampuan tinggi dan sedang bersifat teknis nonkonseptual akibat keterburu-buruan dan kurang teliti, sedangkan siswa berkemampuan rendah mengalami kendala sistematis berupa ketidakpahaman aturan dasar, kebingungan memahami soal, dan lupa rumus inti materi vektor.

Mathematics is a fundamental science that is essential in everyday life. However, in reality, many students still have difficulties in solving word problems. This study aims to describe the types of errors, students' capability levels, and the causal factors of errors faced by tenth-grade students at SMA YLPI Pekanbaru in solving word problems on vector topics based on Fong's Schematic Model for Error Analysis. This study applied a qualitative approach with a descriptive method. The subjects involved 20 science stream students, with data collected through an essay-based test of 4 word problems and in-depth interviews with 4 representative students. Data analysis included reduction, display, and conclusion drawing. Results showed 5 high-capability, 6 moderate-capability, and 9 low-capability students. The most dominant error type was conceptual/theorem errors (K2) with 15 cases, followed by operational/computation errors (K1) with 13 cases. High and moderate-capability students' errors were technical and non-conceptual, triggered by being rushed and lacking accuracy, while low-capability students experienced systematic obstacles, including misunderstanding basic rules, confusion, and forgetting core vector formulas.