Analisis Kesalahan Siswa dalam Menyelesaikan Soal Bilangan Berpangkat melalui Problem Based Learning di Kelas VIII A SMK ST. Dominikus Pakamadara
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Penelitian ini bertujuan untuk menganalisis kesalahan siswa dalam menyelesaikan soal bilangan berpangkat setelah mengikuti pembelajaran melalui model Problem Based Learning (PBL). Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian adalah 14 siswa kelas VIII A SMPK St. Dominikus Pakamadara. Teknik pengumpulan data dilakukan melalui tes uraian, wawancara, dan dokumentasi. Data dianalisis melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menyelesaikan soal bilangan berpangkat bervariasi. Sebanyak 7 siswa (50%) berada pada kategori kemampuan tinggi, 4 siswa (28,57%) berada pada kategori sedang, dan 3 siswa (21,43%) berada pada kategori rendah. Berdasarkan analisis hasil pekerjaan tertulis dan wawancara, ditemukan tiga jenis kesalahan, yaitu kesalahan konseptual, kesalahan prosedural, dan kesalahan teknis. Kesalahan konseptual ditunjukkan oleh ketidakmampuan siswa dalam memahami sifat-sifat bilangan berpangkat, seperti aturan perkalian dan pembagian bilangan berpangkat, pangkat nol, dan pangkat negatif. Kesalahan prosedural terjadi karena siswa belum mampu menerapkan langkah-langkah penyelesaian secara sistematis dan sering menghentikan proses penyelesaian sebelum memperoleh jawaban akhir yang benar. Hasil wawancara menunjukkan bahwa kesalahan tersebut dipengaruhi oleh keterbatasan pemahaman konsep, kesulitan menentukan prosedur penyelesaian yang tepat, kecenderungan menghafal rumus tanpa memahami maknanya, serta kurangnya ketelitian dalam menyelesaikan soal matematika.
Kata kunci: analisis kesalahan, bilangan berpangkat, Problem Based Learning, kesalahan konseptual, kesalahan prosedural, kesalahan teknis.
Analysis of Students’ Errors in Solving Exponentiation Problems through Problem-Based Learning in Grade VIII A at SMPK ST. Dominikus Pakamadara
abstract
This study aimed to analyze students' errors in solving exponent problems after learning through the Problem Based Learning (PBL) model. The study employed a descriptive qualitative approach. The research subjects were 14 students of Class VIII A at SMPK St. Dominikus Pakamadara. Data were collected through essay tests, interviews, and documentation. The data were analyzed using three stages: data reduction, data presentation, and conclusion drawing. The results showed that the students' ability to solve exponent problems varied. Seven students (50%) were categorized as having high ability, four students (28.57%) were in the moderate category, and three students (21.43%) were in the low category. Based on the analysis of students' written answers and interview results, three types of errors were identified: conceptual errors, procedural errors, and technical errors. Conceptual errors were indicated by students' inability to understand the properties of exponents, including the rules of multiplication and division of exponents, zero exponents, and negative exponents. Procedural errors occurred because students were unable to apply systematic solution steps and often stopped the solution process before obtaining the correct final answer. The interview findings revealed that these errors were influenced by students' limited conceptual understanding, difficulties in determining appropriate solution procedures, a tendency to memorize formulas without understanding their meaning, and a lack of carefulness in solving mathematical problems.
Copyright (c) 2026 Yohanes Riti, Yulius Keremata Lende, Timotius Woda Napu, Samuel Rex Mulyadi Makiing
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