Functional Thinking and Self-Regulated Learning: What Errors do Students Make?

Resumo

Background: Functional thinking is defined as the thought process of students in relation to the understanding of functional materials. Field studies showed that some students often commit Newman errors during the process of answering functional questions. Objectives: Detect newman errors in SRL-based functional thinking of students. Design: The type of research used is qualitative research with descriptive methods. Setting and Participants: A total of 21 students in Class XI IPS 3 SMA Negeri 4 Pekanbaru, Riau, Indonesia were selected as the subjects using the purposive sampling method. Data collection and analysis: The instruments used to obtain data were functional thinking test sheets, SRL questionnaires, and interview guides. The instrument went through a validation process by expert validators on mathematics material, mathematics education research, and mathematics teachers at SMAN 4 Pekanbaru. All data were then analyzed through 3 stages, namely data reduction, data presentation, and drawing conclusions. Results: That students with high and moderate SRL made the same Newman errors with different answers, specifically in understanding, transformation, processing skills, and coding. Meanwhile, those with low SRL had reading errors in addition to the other four mentioned. This simply showed that students with high and moderate SRL did not experience the aspect of reading while those with low SRL made all components of newman errors. Conclusions: This study concluded that students with high and moderate categories of SRL did not make reading errors, while students with low SRL did all the newman error components.