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>Analisis Kesalahan Siswa dalam Menyelesaikan Soal Program Linier Bentuk Cerita Berdasarkan Metode Analisis Kesalahan Newman Pada Siswa Kelas XI IPS MAN Salatiga Tahun 2016/2017
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Analisis Kesalahan Siswa dalam Menyelesaikan Soal Program Linier Bentuk Cerita Berdasarkan Metode Analisis Kesalahan Newman Pada Siswa Kelas XI IPS MAN Salatiga Tahun 2016/2017
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机译：基于XIman IPS MAN Salatiga学生2016/2017的纽曼误差分析方法，以故事形式解决线性程序问题中的学生误差分析
Comprehension ability of students in learning greatly affected a person when would be effect finished a problem. Mistakes were made by students also able to identify the extent of the students' understanding of the material. From the were mistakes made by the students would the effected in learning results obtained by the students. To prohibit this problem repeatedly and to improve learning outcomes it is necessary to the conduct of error analysis.This research aimed to determine the types of error and the cause of the students made mistakes in solving linear programming story form. This research was descriptive qualitative research. These research subjects ware 37 students from class XI IPS 1 MAN Salatiga. Technique of data in this research is to using the test method, interviews, and documentation. Data validation was done by triangulation technique by comparing the test data, interviews, and documentation. Data analysis technique was done by means of data reduction, data presentation, and verification of data and making onclusions. Based on the analysis we concluded that (1) 42.55% of students experienced a transformation error with a medium qualification level error, (2) 32.98% of students experienced inprocessskill errorwith the level of qualification low error, and (3) 24.47% of students experienced in encoding error with qualifying low error rate. In this factors were caused by the less ability of students in transforming the words to the question into a mathematical model that was appropriate, students were less thorough in Constructing a mathematical model, the lack of creative thinking abilities of students in pursuing a strategy is chosen, less of mastering the material, the students were unsual to write the final answer or conclusion, and in a hurry so did not check back to their work.
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机译：学生的学习能力在一个问题完成时会极大地影响一个人。学生犯了错误，他们也能够确定学生对材料的理解程度。学生犯的错误会影响学生获得的学习结果。为了避免重复出现此问题并提高学习效果，有必要进行错误分析。本研究旨在确定错误的类型以及学生在解决线性编程故事形式时出现错误的原因。这项研究是描述性的定性研究。这些研究科目发现XI IPS 1 MAN Salatiga类的37名学生。这项研究中的数据技术是使用测试方法，访谈和文档。通过三角测量技术，通过比较测试数据，访谈和文档来进行数据验证。数据分析技术是通过数据缩减，数据表示，数据验证和包含在内的方法完成的。根据分析，我们得出结论：（1）42.55％的学生经历了转化错误，具有中等资历水平的误差；（2）32.98％的学生经历了过程技能错误，具有资历低的误差水平；（3）24.47％的学生经验丰富的编码错误，合格率低。造成这种情况的原因是，学生将单词转换为合适的数学模型的能力较低，学生在构建数学模型时不够彻底，选择了学生在追求策略时缺乏创造性思维的能力，由于对材料的掌握较少，因此学生很难写出最终的答案或结论，因此急于求助，所以他们没有回到自己的工作上。
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