Analyzing student errors in PISA “Change and Relationship” tasks using the AVAEM framework
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Abstract
This study aims to describe students' difficulties in solving PISA problem-solving tasks in the "Change and Relationship" content domain by analyzing errors based on the AVAEM framework, which includes Arithmetic, Variables, Algebraic Expression, Equation Structure, and Mathematical Representation. This study employed a mixed-methods approach with an embedded design. The research participants consisted of 30 eighth-grade students from a junior high school in the city of Bandung. Data were collected through tests, questionnaires, observations, and interviews, and analyzed using the stages of data reduction, data display, and conclusion drawing. The results showed that students’ problem-solving abilities were predominantly in the low (50%), medium (27%), and high (23%) categories. Students experienced various difficulties that led to specific types of errors. Arithmetic errors were found across all student categories. Variable errors were mainly observed among students in the frustrated learner category. Algebraic Expression errors were identified in both the instruction learner and frustration learner categories. Meanwhile, no equation errors were identified in any student category, but mathematical errors occurred in all student categories. These findings emphasize the importance of identifying and understanding students’ error patterns when solving PISA-type problems as a basis for improving their mathematical problem-solving skills.
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