Analysis of Student Errors in Completing PISA Content Space and Shape Problems Viewed from Vak Learning Style

Hanifah Kirania Ulfah, Yusuf Fuad


Trends in International Mathematics and Science Study (TIMSS) study and the Program for International Student Assessment (PISA) is one of the principles in curriculum development in Indonesia. Judging from the results of the PISA study, the achievements obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory. The low achievement is inseparable from the learning process in schools, one of which students are not accustomed to solving questions with characteristics such as the PISA context. In addition, the way students absorb information also determines how learning achievements will be obtained by students. The way students learn is often referred to as a learning style. This indicates that the mathematics literacy of junior high school students in Indonesia is so weak that they still have difficulty in solving PISA questions. As a result, many mistakes were made by junior high school students when faced with PISA questions. The purpose of this study was to describe the errors of students with visual, auditory, and kinesthetic learning styles in solving space and shape content PISA questions. Students' errors were analyzed from the adaptation of Newman's error analysis model namely comprehension, transformation, proccess skills, and encoding. This type of research is qualitative descriptive. Data collection techniques that be used are tests and interviews. The results showed that students with visual learning styles tend to make mistakes in the transformation step. Whereas students with auditory learning styles tend to make mistakes in understanding and transformation steps, and students with kinesthetic learning styles make mistakes in the steps of understanding, transformation, and process skills. This shows that students who have kinesthetic learning styles do not have a tendency in one type of error.

Keywords: Error analysis, PISA, VAK Learning Style


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