Analysis of Student Errors Based on the Watson Error Category in Solving

Mathematical Problems in the Circle Subject

Ni Nyoman Riantini W.

Abstract
The aim of this study is to analyze student errors based on the Watson error
category on the circle subject. Errors in mathematics are deviations from the
actual solution of a problem. Error analysis in question is a process of reviewing
students' answers to identify patterns of understanding. In this study students were
given 5 mathematical problems in the form of a description, then analyzed their
errors based on 8 Watson error categories and continued by interviewing 1 student
for each category of error. The results of the percentage of student errors obtained
from this study are reading errors 8%, comprehension errors 12%, transformation
errors 32%, process skills errors 14%, encoding error 14%, carelessness 15%,
motivation 5%, while question form found no errors in this category because there
are no answers that deviate or are not related according to the question which is
given.
Keywords: error analysis, Watson category error analysis, circle subject.

INTRODUCTION
Mathematics learning in Indonesia needs special attention because student
learning outcomes are still relatively low. One of the government's efforts to
improve the quality of education in the field of mathematics is the application of
the student center paradigm. In order for the learning process to run effectively
and efficiently it is necessary to know what variables affect the learning process.
Reigeluth (Salamah, 2010) classifies three learning variables, namely: (1)
Learning conditions (condition of instruction) include the objectives and
characteristics of the field of study, constraints and characteristics of the field of
study, as well as student characteristics; (2) Learning methods (methods of
instruction) include learning strategies, delivery strategies and management
strategies; and (3) Learning outcomes (out-comes of instruction) include
effectiveness, efficiency, and attractiveness.
The suboptimal mathematics learning process seenby the learning
outcomes obtained by students. Not maximal learning results that obtained in
mathematics learning are shown by frequent students making mistakes in solving
math problems. In mathematics, error is interpreted as a deviation from the actual
solution of a problem. Some student mistakes are not just carelessness, lack of
confidence in answering or other unique things that are unexpected, but are a
result of the learning process as long as students take math lessons (Legutko,
2008).
Analysis of student errors can showing difficulties that experienced by
students, as a result of the failure of students to understand a concept thoroughly.
It can also be seen how errors in problem solving and providing information about
students'understanding and attitudes in dealing with mathematical problems
(Ketterline Geller &Yovanoff, 2009) states that error analysis is a process of
looking back at students' answers to identify patterns of understanding. Error
analysis focuses on students' weaknesses in understanding learning.
As stated at the beginning, analysis of student errors can provide a good
picture to know why students have difficulty learning mathematics. Checking
students' wrong answers provides a way to show students understand a concept.
On the other hand, correct student answers may not necessarily indicate a good
conceptual understanding of related knowledge because students can solve
problems correctly just by remembering procedures or definitions without correct
understanding. (LI, 2006)
Based on the conclusions obtained from the analysis of students 'mistakes,
the teacher can determine what improvements need to be made in order to deepen
students' understanding of mathematical concepts, improve students 'way of
reasoning, and to perfect students' skills. Analysis of student errors can be
grouped according to the type of error made. Many studies describe the types of
student errors from the results of research where in general students often make
mistakes in concepts, answering procedures and factual errors of students when
trying to interpret and answer questions.
According to (Dawkins, 2006) analysis of student errors can also be done
based on the material or subject matter being studied, so the teacher can find out
the mistakes or weaknesses of students in working on different material or
subject. In addition, in analyzing the errors, it can also be used error categories
according to Watson who made an error analysis on the way students work with 8
categories of errors that were developed from the Newman error categories
namely reading, understanding, transformation, process skills, coding, motivation,
carelessness and question form. This category details students' mistakes in the
process of answering until they reach conclusions and carelessness and motivation
that affect each of the other categories of errors and errors that arise due to the
form of questions. This category can be elaborated through the following image.

The form of questions is placed separately from other categories because

the difficulties and errors that might arise are influenced by the problem or the
question itself without any interaction with the student completing the problem.
Two other categories of motivation and carelessness are also placed separately
with five categories of "hierarchy" because these categories of errors can occur or
affect 5 other categories (M.A ("Ken") &Nerida, 1996).
 Research on error analysis in the Watson category has been carried out
with a variety of different material. The results of the study (Chrisnawati, 2012),
in his research on the analysis of class VIII student errors based on the Watson
category with the result that the most incorrect procedure errors occur. In addition,
not all categories in the Watson category were found in this study.
Subsequent research (Susilawati&Febrian, 2016) regarding error analysis
in student in the first year of high school on probabilitysubject based on the
Watson category. The results of this study get the conclusion that the most
mistakes occur at the conclusion of missing conclusions. Students cannot provide
the final answer according to the problem because they cannot translate the
answers generated from the way they made themselves. Researchers in this study
stated that students were not able to understand the order of the questions and the
problem models that they used to get were too monotonous.
Based on these results it can be seen that error analysis based on the
Watson category is used to analyze students' answers in detail in the work process
to find conclusions, not only see errors in the procedures or concepts used but also
the process in calculating and manipulating the algebra. Most of the students'
mistakes in solving math problems on the circle material. Circle is one subject of
geometry field that students learn since elementary school. In the GCSE paper
explained errors that often occur in the circle material including confusion
between the radius and diameter, lack of understanding of the use of the formula
of area and circumference of a circle, as well as looking for the magnitude of the
angle in the area of the circle (OECD, 2011).
Error analysis based on Watson category can detail students' mistakes in
circle material more clearly and focus both on calculations and concepts that are
less mastered so that it helps teachers and students to correct errors in answering
questions and reduce the possibility of various factors causing them. Example in
the category of carelessness becomes a category that can explain how mistakes are
actually made whether indeed from carelessness or lack of student understanding
of the material provided. The results of research conducted (Wiens, 2007) states
by clearly marking errors in the form of carelessness, after being returned to
students the work is made to get a positive response from students and then
students try not to make carelessness again so as not to get the wrong sign or
usually in the form scribble.
Based on the explanation above, writer is interested to study about
"Analysis of Student Errors Based on the Watson Errors Category in Solving
Mathematical Problems in the Circle Subjects". The aim of this research is to find
out whether students' errors solve mathematical problems on the subject of a
circle based on the Watson error category and the factors that cause students to
solve mathematical problems on the circle subject.
METHOD
This research type is qualitative research. Qualitative research is a research
method that is based on the philosophy of post-positivism, used to examine the
condition of natural objects, where researchers as a key instrument. The results of
qualitative research emphasize meaning rather than generalization (Sugiyono,
2008). This study aims to determine students' mistakes in solving mathematical
problems on the subject of a circle based on the Watson category.
The subjects of the study were the IX grade students of SMP PGRI 3
Denpasar who were selected through a purposive technique. The determination of
the research subject was taken by a class in class IX which was considered by the
mathematics teacher who was teaching. After being given a test, students who
made mistakes based on the Watson category were selected for further interviews.
The subject of the interview was chosen using a purposive technique where if the
predetermined subject did not provide in-depth information, the student would be
re-selected for interview. The data obtained in this study are test result data and
interview data. In this case the data analysis is done, namely reducing data, data
exposure and making conclusions.

RESULTS AND DISCUSSION

This research was conducted at SMP PGRI 3 Denpasar by taking subjects
1 in class IX by noting that they had already studied circle material so that they
were able to answer the tests given. Students work on 5 pieces of questions with
the circle subject, after the answers obtained students made an analysis of the
mistakes made by students in answering. These errors are categorized in the
Watson error category. After being categorized based on the Watson error
category to corroborate the results of the students' error analysis interviews were
conducted of students who made mistakes based on each of Watson's wrong
categories. Taken 1 student in each category who made the mistake repeatedly or
more than once.
Based on the students' answers, it was found that the percentage of each
error was based on the Watson error category, namely 8% reading error,
comprehension error 12%, transformation error 32%, process skill error ) 14%,
error in writing conclusions (encoding error) 14%, carelessness 15%, motivation
(motivation) 5%, while in the form of questions (question form) found no errors in
this category because there are no answers that deviate or not relating in
accordance with the question given.
The results of student answers and interviews conducted as follows.
1. Reading Error
Question:
The area of the circle is 1386 cm2. The length of the circle's diameter is ... cm
S1 answers:

To clarify and strengthen the results of the analysis of researchers following the
results of interviews with S1.
P: Try reading about question number 1. Read each word clearly.
S1: (reread question number 1 in a clear voice)
Q: After you re-read, try to say what information did you get from the problem?
S1: A circle with an area of 1,386 bu. Then the diameter is asked.
Q: Okay, so you know that the area of the circle is 1,386 cm2 and the length of the
circle's diameter is in question. But why yesterday when you answered you made
known that the diameter of the circle is 1,386 cm and then you look again at what
diameter.
S1: Yes ma'am hehe I realized that it was a mistake to read it wrong, confused
about wanting to answer whether it was wrong to also know. Already confused
first bu , even though I really understand.
Based on the results of interviews with S1, it can be said that reading
errors are made because they are unfocused and confused in the way they should
be used. Students do not work in stages but have thought further about ways as
what to do without reading well what is actually known in the problem so that
students feel confused and cannot write clearly what has been read. Students lose
the keywords listed in the problem; this results in the process that is done next to
be incompatible with what was asked in the problem. In addition, students also do
not understand the initial concept of the circle of radius and diameter students
often only remember the formula area or circumference of the circle but
underestimate the elements that exist in the circle.
2. Comprehension Error
Question:
A piece of pizza shaped round pie as shown below

Determine the circumference of the pizza is ...

S2 answers:

Interviews were conducted with S2 as follows.

P: Student, you try to read again about this. (pointing to the problem)
S2: Read the problem clearly but doubt when pointing to the picture
P: Now try to explain what info you get from the problem.
S2: There is a slice of pizza, there is this corner (pointing to the picture) and r 21
cm bu.
Q: well so there is a central angle that is known, so what exactly is asked about
that problem?
S2: Go around the pizza, mom.
P: yeah right. Then why don't you write down what was asked in full here? Do
you think looking around the circle is the same as looking around a slice of pizza
with a central angle?
S2: Yes ma'am, because you are both looking around too. But I don't know about
that angle.
Q: So do you think this problem is difficult?
S2: Yes ma'am because I don't know how.
Based on interviews with S2 errors in understanding questions occur
because students are not able to associate what is known questioned with what is
the question in the problem. Students should find the length of the arc first with a
known center angle, then add it by 2 times the length of the radius as the
circumference of the pizza. Students can show what information is in the problem,
but there is doubt when showing the central angle in the picture. It also shows
students are still confused about what to do to find the circumference if there is an
angle in the middle, then students continue to use the circumference of the circle
to make it more clearly in accordance with what is known. Students lack of
mastering the concept of a circle also causes students not to understand what is
asked on this problem is shown by students stating that the problem is difficult
because they do not know what way to use.
3. Transformation Error
Question::
A piece of pizza shaped round pie as shown below.

Determine the circumference of the pizza is ...

S3 answers:

Then interviews were conducted to strengthen the analysis of the researchers and
excerpts of the conversation.
Q: You can write down what is known and asked about the problem correctly, can
you change the problem in mathematical form?
S3: Change into your circumference, mom? But I am confused by the angle mom
for what.
Q: So you haven't been able to determine how the mathematical shape looks for
around a slice of pizza?
S3: yes ma'am. This should be added sides, but this is confused to find the curved
side bu.
P: So you understand, so you should look for the curved side with the length of
the bow, then you add it with the other two sides of the radius.
S3: Oh yes ma'am, I just remembered the length of the bow.
P: So you know where your mistakes are?
S3: Yes, I already know, so it's not the circumference of the circle you are looking
for, because it's just a piece, ma'am.
P: yes absolutely right. Now try to rewrite the answers you should.
Based on the results of the analysis of student answers and interview
results it can be said that the transformation of the wrong questions in the initial
process of answering because students do not remember the formula for finding
the length of the arc used to determine the length of the curved side. This shows
that students are more focused only on the word around and put aside the central
angle that is already known to the problem because they do not want to be
confused by looking around. After emphasizing that the circumference of a pizza
is asked, students begin to realize that the circumference of a circle is different
from a circle which has a central angle of 120. Transforming questions into
mathematical form often confuses students if students do not master the concept
of a circle completely because students often only focus on the formula area and
circumference of a circle.

4. Process Skill Error

Question:
The area of the circle is 1386 cm2. The length of the circle's diameter is ... cm
S4 answers:

To get the results of a stronger analysis, interviews with S4 are as follows.

P: student try to read again about this. According to how the mathematical
calculations to answer it.
S3: So, this uses the broad circle formula Ma’am. Because of its known extent.
Q: After using the circular area formula, what else is done?
S3: find the fingers first, then you can find the diameter by multiplying 2 r's.
Q: Please pay attention to the calculation in finding the radius - is this correct?
S3: Hmmm (paying attention to the answers written) eh what should I do ma'am.
Oh yeah, wrong, ma'am, how come it's so big.
P: So you already know the mistake? How should I count it?
S3: This should be divided, mam, broadly equal to 22/7, but I am wrong this time.
But I found the answer hehe.
Based on the results of an interview with S4 according to the researchers'
suspicion that the calculation error was because the students did not re-check the
calculation process after getting round answers so it was felt that what was
calculated was correct. Errors in these calculations often occur, especially in the
process of dividing in the form of fractions. This is related to fraction operations
and algebra operations that should have been mastered early on but are still often
done carelessly. Students actually understand what is meant by the problem and
have been transformed into mathematical form correctly, but this calculation error
still makes the final answer incorrect.
5. Encoding Error
Question:
Look at the circle image centered on the following O.

ABC = big and OA length = 14 cm. AOC's extensive area is ...

S5 answers:

To strengthen the analysis the researcher conducted an interview with S5 with the
following results.
Q: After working on this problem, try to conclude what you get after solving the
problem?
S5: I can find the area of juring, ma'am. So the formula for wide area is sought.
Q: So what is the conclusion to this problem?
S5: The conclusion is searched area of bububuvuring obtained 596 cm2.
Q: Are you sure about the final answer that you made according to what was
asked in the problem?
S5: Hmmm, I should, Ma'am, because it's already extensive touring according to
the question. But I don't know, Ma, is the formula correct or not.
P: well in the final process I have found the area of juring with the right formula.
So are there any difficulties in determining the final answer or in drawing
conclusions?
S5: The conclusion is difficult, ma'am because of the length of what needs to be
done, Ma'am.
P: Wow, you should just draw a conclusion like that. So that conclusion is the
final answer to the process that you have worked on to show that what you have
answered is in accordance with what was asked in the problem.
S5: oh so I was wrong, ma'am. Hmm but I have written the way that is in
accordance with what was asked. Uh, but the answer is not yet, ma'am.
Q: Yes, that is not right on your conclusion, you did not conclude or show your
final answer so it cannot be determined according to or not the question.
S5: Yes ma'am, thank you for being explained. I was wrong in concluding all the
problems yes ma'am.
 The analysis showed that students did not know how to provide
conclusions or final answers to a problem. Students assume by explaining what is
done in the process of working on the problem as the final answer after
completing a problem. Error in drawing conclusions by S5 on the five questions
explains that students write conclusions in accordance with what is thought about
the conclusions. The mistake of drawing conclusions by S5 shows that students
still do not understand how to provide the final answer of the work process,
students still interpret it as a conclusion of what method is used in solving
problems. Because this understanding sometimes students even forget or
deliberately do not make conclusions for reasons as described S5, conclusions are
difficult because it is long to explain how to solve the problem.
6. Carelessness
Question:
A piece of pizza shaped round pie as shown below.

Determine the circumference of the pizza is ...

S6 answers:

An interview with S6 was conducted to analyze his carelessness.

Q: Do you want to pay attention to this problem, what is actually known about the
problem? try to show also in the picture.
S6: Oh this is Ma'am, this is the angle (pointing at the picture) and the length of
the fingers is 21 cm Ma'am.
P: Yeah, so the angle of this slice of pizza is 21 cm with fingers. You should write
in full, try to explain what is asked about the problem.
S6: Surrounding ma'am.
Q: Around what was asked? (try to explain by pointing to the picture)
S6: Around pizza mom.
P: Yes, so go around the pizza as you show you are looking for, open only the
length of the bow in front of the corner.
S6: Oh yeah ma'am, you don't have enough fingers 2.
The initial carelessness of students is shown by the incomplete information
written down this continues to influence the workmanship of the next process.
Students who actually already understand the question and those who know about
the problem get a distorted final answer. Students lack the sum of the other side,
namely the fingers flanking the arc in front of the corner. The students seemed to
be convinced of what was made, but due to carelessness the results obtained were
not appropriate. Students also make carelessness in the process of working on
other questions.
7. Motivation
S7 answer:

Interviews were conducted to find out what made students not answer questions
and to strengthen the analysis of researchers in the motivation category.
Q: Son, why isn't this problem solved?
S7: Yes ma'am, sorry at that time I was called out of class. So there is no time to
make ma'am.
P: I see, now you try to solve this problem.
S6: Alright ma'am, I tried it, because I already forgot, mom. (trying to do)
Q: Yes for this problem you have understood enough and made the right
transformation, but not the final answer yet. Do you have any difficulty working
on these problems?
S6: Actually, at that time I hadn't learned, ma'am, so when I was asked to go out
of the classroom to take part in activities for a while, I was less eager to answer
this question when I returned to my class
P: Well, this shows your lack of motivation in working on problems.
Based on the results of the interview it can be seen that the motivation of
S7 is indeed weak in working on problems. Students do not work on 4 questions
because they feel they are not ready and they have less time. Motivation can also
be seen from how students do not complete the answers until they get the final
answers.
Factors That Cause Student Mistakes in Solving Mathematical Problems in the
Circle subject:
1. Reading errors are caused by students lacking focus in reading questions,
students only focus on formulas and circle elements that they know of
such as the radius, circumference and area of the circle. The solution that
can be done to minimize or avoid this reading error is that the teacher
accustoms students to write whatever information is in the problem and
always repeats reading the problem until they can write the right
information and is a key word on the problem.
2. An error in understanding the cause is that it is difficult for students to
associate what keywords are in the problem with the existing questions. In
addition students are also still unable to read the symbols in the picture
and associate with elements in the circle, especially regarding the central
angle and the circumferential angle. The solution that can be done to
minimize or avoid this mistake is to provide an understanding of the
concept of a circle in depth, this can be done by training various types of
questions about the material circle so that students can understand the
concept in depth not only on the formula or understanding of the elements.
3. The most frequent transformation errors occur where students are unable
to form appropriate mathematical models. This is due to students not
understanding the concept of the formula in the circle material so that it is
difficult to manipulate the algebraic form in the formula to find answers
that fit the question. The solution to minimizing transformation errors is to
ensure that each formula given to students can be understood for use,
students must also give focus when the teacher explains the completion of
the questions and what formulas to use, because when transformation is
not enough just to memorize the formula but also apply it according to
what known to the problem
4. Process skill errors are caused by students not being proficient with
calculations in the form of fractions and algebraic manipulation. In
addition, there are also many who are not trained in arithmetic so that they
are lazy in completing arithmetic operations with large numbers, even
though they are simple arithmetic operations such as division and
multiplication. The solution to minimize process skill mistakes begins
with always checking the previous stages of what is known and asked
correctly, followed by transforming it in the correct mathematical form. If
the previous stages are correct, followed by the correct calculation,
students must ensure that they are able and accustomed to calculating
various arithmetic and algebraic operations because these are basic things
in process skills
5. Encoding error due to students not accustomed to writing back the final
answer and associating with questions on the problem. Students are also
always in a hurry to finish the problem without wanting to double check
 the process until the final answer is in accordance with what was asked.
The solution to minimizing errors in writing this conclusion is to always
give students time to recheck the entire process of work and then write the
final answer in accordance with what was asked. Familiarizing students
with re-checking their work can be done not only on the provision of daily
assessments or final assessments, but every practice question such as
quizzes or daily tests.
6. Carelessness caused by lack of accuracy and lack of training in answering
questions. Carelessness will affect other stages in answering, starting from
reading the questions, understanding the questions, the work process to
writing conclusions. Carelessness is also caused by students lacking
confidence in answering questions so that they often skip the calculation
steps that cause calculation errors, students who lack confidence also make
them unfocused in reading or already feel afraid to answer questions. To
be able to minimize carelessness can be done by getting students to re-
check their answers from the initial stage to the conclusion, because
carelessness can cause errors from various stages of answering.
7. Motivation will be a mistake due to influence from outside and inside
students. Motivation can be influenced by oneself who doesn't want to
study more and feels uninterested in circle material. Influence from the
outside because of seeing friends who can answer quickly so that student
motivation becomes wrong motivation by just cheating on friends' answers
and the work gets done quickly. This motivation also affects all stages of
work, weak motivation makes mistakes from the reading stage to
concluding. Motivation is the initial capital in solving problems, because
with good motivation students will complete the work on the problem with
the focus from the initial step to the conclusion. Forming this motivation
can be done by the teacher from the beginning of the learning process to
providing daily assessments.

CONCLUSIONS AND SUGGESTIONS

Based on the formulation of the problem, the results of the analysis and
discussion can be concluded students' mistakes based on the highest Watson error
categories namely 32% transformation errors and the lowest motivation with 5%.
As for the factors that cause students to mistake on the circle subject students lack
focus in working on the problem, the lack of students' understanding of the
elements of the circle and also the formula in the circle material, students also still
less often practice the application of the formulas on the circle subject, and
students still do not have a strong motivation to solve the problems given.
Based on the above conclusions, some suggestions can be submitted as follows.
1. To other interested researchers it is recommended to be able to further
analyze students' errors based on the Watson category.
2. To practitioners of education, especially mathematics subject teachers to
increase the practice of questions so that students understand better and
increase motivation to solve the problems given.
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