An Analysis on Students' Errors in Solving Higher-Order Thinking Skills (HOTS) Problems for The Topic of Sequence

摘要

Higher-order thinking skills (HOTS) would be active if students facing non-routine problems. Several students could solve non-routine problems, but the other could not. The students who had difficulties made errors in solving non-routine problems involving HOTS. The purposes of this research were to identify and analyze students' errors in solving non-routine problems in the topic of arithmetic sequence. This research was qualitative descriptive. The subjects in this study were three 8th-grade students in Palangkaraya. The students were classified into three categories based on daily test result, which were high, moderate, and low ability. The data were obtained through test and interview. To obtain the data concerning students' errors, a student from each ability was taken randomly and interviewed. The students' errors were analyzed using Newman Error Analysis Model consisting of reading, comprehension, transformation, process skills, and encoding. Based on the results, (1) low-ability student made errors in transformation, process skill, and encoding (2) moderate-ability student made errors in process skill, and encoding, and (3) high-ability student made errors in encoding.