Analysis of Mathematical Errors in The Discussion Process of Primary School Students

Abstract

This study aims to identify the errors made by fifth-grade students at SDN Arjowinangun 1 during group discussions in mathematics learning. The research method used is qualitative descriptive, with data collection through observation and interviews. The results show that there are three main types of errors: conceptual errors, procedural errors, and communication errors. Conceptual errors are evident in the lack of understanding of basic concepts, while procedural errors arise from non-compliance with the correct steps in problem-solving. Communication errors involve the inability of group members to collaborate effectively. In addition, unhealthy group dynamics, such as dominance, lack of collaboration, and unclear roles, also contribute to the errors that occur. This study emphasizes the importance of a deep understanding of mathematical concepts, accuracy in procedures, and effective communication in the learning process. Suggestions are given to improve conceptual understanding, procedural skills, communication, and collaboration among students, as well as the need for further
research on more effective teaching strategies.