Abstract
This study aims to identify and describe the types of errors made by undergraduate students in solving word problems related to linear programming, based on Newman’s Error Analysis framework. This research employed a qualitative approach. Using purposive sampling, 20 students from the 2024 cohort of the Management Study Program were selected as participants. Data were collected through a written test consisting of two linear programming word problems. Data analysis was conducted in accordance with these categories. The results showed that encoding errors were the most frequent, occurring in 47.5% of the cases. These errors were characterized by incorrect conclusions or the absence of a conclusion. In contrast, transformation errors were the least frequent, with a percentage of 12.5%, indicating that students either failed to construct or incorrectly formulated the mathematical model. This finding differs from previous studies, which identified transformation errors as the most common. Reading errors were identified through misinterpretation of key information in the problem. Comprehension errors were marked by the failure to state given and required information. Process skills errors were demonstrated through incorrect application of mathematical rules, computational mistakes, or the inability to continue the problem-solving process.
Concepts :
Citations by Year
| Year | Count |
|---|---|
| 2025 | 0 |