Description of Students' Errors in Solving Story Problems on One Variable Linear Equations (PLSV) in Grade VII

Abstract

This study was motivated by observations and interviews indicating that most students experienced difficulties in solving word problems related to Single Variable Linear Equations (SVLE), particularly in transforming verbal statements into mathematical models. These difficulties were identified among seventh-grade students at a junior high school, where students generally understood the problems but still made errors in determining variables, constructing mathematical models, and performing algebraic operations correctly. Therefore, this study aimed to describe the types of errors made by students in solving SVLE word problems based on Newman’s error analysis procedure. This study employed a descriptive qualitative approach. The research subjects consisted of five seventh-grade students selected through purposive sampling based on the representation of error patterns identified in the diagnostic test results. The research instruments included the researcher as the primary instrument, supported by essay test questions and interview guidelines. Data analysis was conducted using the Miles and Huberman model, which involved data reduction, data presentation, and conclusion drawing. Data validity was ensured through technical triangulation by comparing students’ written answers with interview results. The findings revealed that most students experienced difficulties in transforming information from word problems into mathematical models of Single Variable Linear Equations. Transformation errors were the most dominant type of error, indicating that students had not yet mastered the process of determining appropriate equations despite understanding the known and required information. In contrast, process skill errors were relatively low, suggesting that students were generally capable of performing mathematical operations correctly when the equation model was properly constructed. These findings indicate that students’ primary difficulty lies in translating contextual problems into mathematical representations, highlighting the need for instruction that emphasizes conceptual understanding, problem analysis, and mathematical modeling skills