Error Analysis of Junior High School Students in Solving Straight-Line Equation Task

Abstract

This study aims to analyze the types of student errors in solving linear equation straight-line equation problems based on Kastolan's stages: conceptual errors, procedural errors, and technical errors. This study used a qualitative descriptive approach with subjects consisting of ninth-grade students grouped based on high, medium, and low scores. The research instruments included essay tests and structured interviews. The results showed that students with high scores tended to make technical errors, such as writing the wrong operation sign, as well as procedural errors in the value substitution step. Students with medium scores made technical errors, procedural errors, and conceptual errors, such as the inability to determine the correct formula. Meanwhile, students with low scores made all types of errors, especially conceptual errors, such as confusion in choosing the appropriate formula. These errors were influenced by inaccuracy, lack of conceptual understanding, and irregularity in problem-solving procedures. This study recommends learning strategies that focus on conceptual reinforcement, systematic practice, and increasing student accuracy to minimize errors. This study recommends learning strategies that focus on conceptual reinforcement, systematic practice, and increasing student accuracy to minimize errors.