The analysis of Newman’s error in solving ordinary differential equation Available to Purchase

Ordinary differential equations are one of the compulsory subjects in the mathematics education department, Faculty of Education, University of Jember. Ordinary differential equations can connect the relationship between mathematics and its implementation in daily life. The process of solving a problem is the main indicator of the learning achievement score in ordinary differential equations courses. Students often experience errors in solving ordinary differential equations. Errors made by students need to be analyzed to minimize subsequent errors. This study aims to describe the types of errors made by students based on the Newman method. The subjects of this study were students of the 3rd-semester mathematics education study program. The data collection instrument used tests and interviews. The results of this study found that the types of errors made by students with high early mathematical abilities were coding errors, then students with early mathematical abilities were experiencing processing errors and coding errors, while students with low early mathematical abilities experienced misunderstandings, transformation errors, completion process errors, and coding errors. Thus, students with high initial mathematical abilities made fewer errors than students with moderate and low initial mathematical abilities.