Kesalahan Siswa dalam Menyelesaikan Soal Perpangkatan

Abstract

This study aims to analyze students’ errors in solving exponentiation problems based on Kastolan’s Theory, which classifies errors into three categories: conceptual errors, procedural errors, and technical errors. This research employed a descriptive qualitative method with data collection techniques consisting of tests and interviews. A short-answer test comprising 10 questions was administered to 12 eighth-grade students at MTs Azzainiyah II. Based on the test results, three students representing each dominant type of error were selected for further analysis through interviews. The findings revealed that conceptual errors occurred due to students’ inability to correctly apply the properties of exponents. Procedural errors were caused by the inability to complete problem-solving steps to the end, while technical errors were due to computational mistakes resulting from a lack of accuracy. The factors contributing to these errors included weak conceptual understanding, negligence in following procedures, and insufficient attention to calculation details. These findings highlight the importance of implementing learning strategies that focus on strengthening conceptual understanding, fostering consistent procedural steps, and practicing calculation accuracy to minimize errors and enhance students’ comprehension of exponentiation concepts.