@unpublished{eprintuntirta52134,
          author = {Selawati Selawati},
            year = {2025},
          school = {Universitas Sultan Ageng Tirtayasa},
           title = {IDENTIFIKASI JENIS KESALAHAN SISWA SMA DALAM MENYELESAIKAN MASALAH MATERI MATRIKS DAN STRATEGI SCAFFOLDING YANG EFEKTIF},
           month = {July},
            note = {Penelitian ini bertujuan untuk mengidentifikasi kesalahan siswa dalam menyelesaikan masalah materi matriks menggunakan Newman?s Error Analysis (NEA), serta merancang strategi scaffolding yang efektif untuk mengatasi kesalahan tersebut. Penelitian dilakukan dengan pendekatan kualitatif jenis studi kasus di SMAN 11 Kabupaten Tangerang pada siswa kelas XI Sains 2. Subjek dipilih berdasarkan kesalahan yang dilakukan menurut lima kategori kesalahan NEA, yaitu kesalahan membaca, pemahaman, transformasi, keterampilan proses, dan penulisan jawaban. Data dikumpulkan melalui tes tertulis dan wawancara, kemudian dianalisis secara deskriptif kualitatif dengan triangulasi data untuk memastikan keabsahan. Hasil menunjukkan bahwa kesalahan terbanyak adalah kesalahan transformasi, disusul oleh kesalahan penulisan jawaban, keterampilan proses, dan pemahaman. Strategi scaffolding yang diterapkan meliputi reviewing, explaining, restructuring, dan developing conceptual thinking. Strategi ini terbukti membantu subjek dalam memahami soal, menyusun model matematis, memperbaiki prosedur penyelesaian, dan menyesuaikan jawaban akhir. Penelitian ini menegaskan pentingnya diagnosis kesalahan berbasis NEA dan pemberian scaffolding yang sistematis dapat meningkatkan pemahaman siswa dalam menyelesaikan masalah matriks.},
             url = {https://eprints.untirta.ac.id/52134/},
        keywords = {Matrix, Newman?s Error Analysis, Problem Solving, Scaffolding},
        abstract = {This study aims to identify students' errors in solving matrix problems using Newman?s Error Analysis (NEA) and to design effective scaffolding strategies to address these errors. The research employed a qualitative case study approach conducted at SMAN 11 Kabupaten Tangerang with students from Grade XI Science 2. Subjects were selected based on the types of errors they made, categorized according to NEA's five error types: reading, comprehension, transformation, process skills, and encoding. Data were collected through written tests and interviews, and analyzed using descriptive qualitative methods with data triangulation to ensure validity. The findings revealed that transformation errors were the most frequent, followed by encoding, process skills, and comprehension errors. The scaffolding strategies implemented included reviewing, explaining, restructuring, and developing conceptual thinking. These strategies effectively helped students understand the problems, construct mathematical models, correct solution procedures, and adjust their final answers. This study highlights the importance of NEA-based error diagnosis and systematic scaffolding in enhancing students? understanding of matrix problems.}
}