ANALISIS KESALAHAN REPRESENTASI SEMIOTIK SISWA SMPN 4 JEMBER KELAS VIIC DALAM MENYELESAIKAN MASALAH SEGITIGA BERDASARKAN TEORI NEWMAN

Abstract

This study aims to describe students' semiotic representation errors in solving triangle problems (similarity and congruence) based on Newman's error analysis theory. This qualitative descriptive research was conducted at SMP Negeri 4 Jember with 33 seventh-grade students (class VII-C) during the second semester of the 2024/2025 academic year. Data were collected using Student Worksheets (LKPD), observations, and semi-structured interviews. The instruments were validated by three experts (two university lecturers and one mathematics teacher), achieving validity scores of 3.5 for LKPD, 3.4 for observation sheets, and 3.6 for interview guidelines (classified as valid). Data analysis followed Miles and Huberman's model (data reduction, data display, and conclusion drawing), verified via method triangulation. Findings revealed that among 33 students, 31 committed iconic errors, 25 committed symbolic errors, and 31 committed indexical errors. Detailed investigation of three selected subjects showed that Subject 1 (SP1) exhibited iconic, symbolic, and indexical errors; Subject 2 (SP2) displayed symbolic and indexical errors; and Subject 3 (SP3) committed symbolic errors. The most dominant semiotic representation error was the symbolic error, stemming from students' difficulty in translating verbal problem statements into mathematical notation, setting up algebraic proportional models, and executing symbolic calculations accurately.