Student Errors Analysis on the Subject of Class VII Algebraic Form Based on Nolting's Theory

Tujuan penelitian ini adalah mendeskripsikan jenis dan faktor penyebab kesalahan yang dialami siswa kelas VII dalam bentuk aljabar berdasarkan Teori Nolting. Metode penelitian yang digunakan adalah deskriptif kualitatif. Subyek penelitian terdiri dari 10 siswa yang diambil secara acak, kemudian 2 siswa yang memenuhi 6 indikator tipe kesalahan Nolting diwawancarai. Berdasarkan hasil penelitian diketahui bahwa persentase jenis kesalahan yang dialami siswa adalah 50% mengalami misread direction errors, 20% mengalami careless errors, 10% mengalami concept errors, 25% mengalami application errors, 32,5% test taking errors, dan 7,5% mengalami study errors. Faktor penyebab kesalahan siswa adalah tidak memiliki referensi yang lengkap, kurang memperhatikan penjelasan guru, kurang mampu menangkap makna kata penting dalam soal, salah memahami soal, kurang memperdalam materi bentuk aljabar terutama dalam penerapan konsep operasi bentuk aljabar ke dalam bentuk soal cerita matematika, kurang melakukan latihan soal kontekstual, kurang teliti, terburu-buru, tidak mampu mengatur waktu pengerjaan.
The purpose of this study is to describe the types and factors that cause errors experienced by class VII students in algebraic form based on Nolting's Theory. The research method used is descriptive qualitative. The research subjects consisted of 10 students who were taken randomly, then 2 students who met the 6 indicators of the Nolting error type were interviewed. Based on the results of the study, it is known that the percentage of types of errors experienced by students is 50% experiencing misread direction errors, 20% experiencing careless errors, 10% experiencing concept errors, 25% experiencing application errors, 32.5% test taking errors, and 7.5% experienced study errors. The factors that cause student errors are not having complete references, paying less attention to the teacher's explanations, not being able to capture the meaning of important words in questions, misunderstanding the questions, not deepening algebraic form material, especially in applying the concept of algebraic operations into the form of math story questions, not doing enough. contextual practice questions, less thorough, in a hurry, unable to manage the processing time.


Student Errors, Algebraic Forms, Noltting's Theory
The purpose of this study is to describe the types and factors that cause errors experienced by class VII students in algebraic form based on Nolting's Theory. The research method used is descriptive qualitative. The research subjects consisted of 10 students who were taken randomly, then 2 students who met the 6 indicators of the Nolting error type were interviewed. Based on the results of the study, it is known that the percentage of types of errors experienced by students is 50% experiencing misread direction errors, 20% experiencing careless errors, 10% experiencing concept errors, 25% experiencing application errors, 32.5% test taking errors, and 7.5% experienced study errors. The factors that cause student errors are not having complete references, paying less attention to the teacher's explanations, not being able to capture the meaning of important words in questions, misunderstanding the questions, not deepening algebraic form material, especially in applying the concept of algebraic operations into the form of math story questions, not doing enough. contextual practice questions, less thorough, in a hurry, unable to manage the processing time.

INTRODUCTION
Education is one of the important aspects assessed in the development of a country. The higher the quality of education in a country, the higher the quality of human resources in that country.
To determine the quality of education can be seen from the results of student achievement in the learning process. The teacher is the person in charge of delivering learning material, and trying to make students achieve learning goals. Of course, this requires support from the selection of learning strategies/models, learning media, and other supporting facilities that are useful for developing students' potential in mastering the material.  (Muda et al., 2021). This material is generally presented in the form of math word problems related to students' daily lives (Jun et al., 2022). But in reality, there are still many students who experience difficulties in solving algebraic word problems. As a result, students tend to make mistakes in solving word problems (Hasibuan, 2015). Pasuruan, a total of 10 students who were taken by simple random sampling and were in the even semester of the 2022/2023 academic year.
The instrument used in this study was a written test in the form of 4 mathematical word problems in algebraic forms and interviews. Then the results of the written test were corrected so that 2 students who met the 6 indicators of the Nolting error type were found to be asked for an interview. Data collection techniques were obtained from the results of written tests and student interviews. The indicators that will be applied in analyzing the types of errors experienced by students in algebra subjects can be seen in Table 1 .   Students are wrong in determining the results of the calculation operations in the problem.  The student wrote incorrectly the final result of the calculation. Concept errors (CO  Students do not know the mathematical concepts that will be used to work on the problems.  Students do not understand the properties of algebraic operations.  Students incorrectly apply the concept or formula that will be used in solving the problem. Application errors (AP)  Students are wrong or inappropriate in changing the important information in the problem.  Students do not change the important information on the problem into the form of a mathematical model.  Students wrongly plan solutions in solving problems. Test taking errors (TT)  Student blank answer.  Students do not continue the completion process (can't think).  Students do not complete the answers to the end.

RESULT AND DISCUSSION
Based on the results of the error analysis conducted by the researcher based on the Nolting error type indicator (Nolting, 2012) it was found that some students did not complete the test questions completely, and some did not complete the test questions in accordance with the story problem solving procedures (known, asked, answered, and given a final conclusion).
Then it was also found that most of the students could not write down the known and asked components in the questions, so they tended to rewrite the questions. To find out more details about the types of errors made by students in algebraic form, see Table 2.  , TT  MD, TT  MD  -APPR  -TT  MD, AP  TT  ANS  MD, CO  MD  AP  AP  BS  CA, TT  CO  MD, ST  AP  DAM  MD, CA  --MD, CO, ST  DM  CA  MD, TT  MD, AP  AP  FADY  MD, CA  TT  MD, AP  TT  KNNR  MD  MD, CA  CA, AP  TT  MBNA  MD,TT  MD, TT  MD, AP  MD, TT  MIM  CA  TT MD, AP CO, ST

Description of Written Test Results and Interview (MIM)
Question Number 1 Based on Figure 5, it is known that  Based on Figure 6 it is known that     (2020) (2017)