ERROR ANALYSIS OF STUDENTS’ PROBLEM-SOLVING IN SOLVING HIGHER-ORDER THINKING SKILLS PROBLEMS ON FRACTIONS USING THE NEWMAN PROCEDURE
Indonesia Indonesia Indonesia 
Abstract
This study examined fifth-grade students’ problem-solving abilities, error patterns, and difficulties in solving higher-order thinking skills (HOTS) fraction problems contextualized through zakat. Using a descriptive qualitative design, four students representing high, moderate, and low mathematics achievement were purposively selected from SD Negeri 4 Pegasing. Data were collected through two written problems, diagnostic interviews, and documentation. Students’ responses were analyzed using Newman’s five error categories: reading, comprehension, transformation, process skills, and encoding. The findings indicated difficulties in translating contextual information into mathematical operations, performing fraction and percentage calculations, and communicating complete final answers. The original analysis reported encoding errors as the largest category (42%), followed by transformation (28%) and process skills (20%), although these percentages require verification against coding records. Interview findings suggested that limited conceptual understanding, computational weaknesses, unfamiliarity with zakat terminology, and insufficient answer checking contributed to difficulties. The study highlights the importance of integrating conceptual instruction, contextual problem-solving, and mathematical communication in elementary classrooms for more effective learning.
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Copyright (c) 2026 Safriandi Safriandi, Maisura Maisura, Najmuddin Najmuddin
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