Proceedings of the 1st International Conference on Science and Technology for an Internet of Things, 20 October 2018, Yogyakarta, Indonesia

Research Article

Interference in Solving Mathematical Problems

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  • @INPROCEEDINGS{10.4108/eai.19-10-2018.2281319,
        author={Muhammad Irfan and Cholis Sa’dijah and Naufal Ishartono and Sri Adi Widodo and Arief Aulia Rahman and Muhammad Nur Hudha},
        title={Interference in Solving Mathematical Problems},
        proceedings={Proceedings of the 1st International Conference on Science and Technology for an Internet of Things,  20 October 2018, Yogyakarta, Indonesia},
        keywords={interference semantic procedure},
  • Muhammad Irfan
    Cholis Sa’dijah
    Naufal Ishartono
    Sri Adi Widodo
    Arief Aulia Rahman
    Muhammad Nur Hudha
    Year: 2019
    Interference in Solving Mathematical Problems
    DOI: 10.4108/eai.19-10-2018.2281319
Muhammad Irfan1,*, Cholis Sa’dijah2, Naufal Ishartono2, Sri Adi Widodo1, Arief Aulia Rahman3, Muhammad Nur Hudha4
  • 1: Universitas Sarjanawiyata Tamansiswa
  • 2: Universitas Negeri Malang
  • 3: Universitas Muhammadiyah Surakarta
  • 4: Universitas Kanjuruan Malang
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Many mathematical topics taught in schools have similarities in the structure of the problem, and the material is taught closely. Students often make mistakes in determining the problem solving method so that the answer is wrong. This error occurs because of the mixing of two knowledge that is close together so that someone is wrong in recalling the knowledge that should be used. In information processing theory, the event can be called interference. This paper will discuss how interference occurs in students' thinking processes when they solve mathematical problems. Subjects in this study were fourth semester students at one of the private universities in Yogyakarta selected purposively. This study uses an explorative qualitative approach, where researchers try to explore the process of the occurrence of student interference in solving mathematical problems. The findings of this study are that students experience semantic interference when changing word problem to mathematical models and when interpreting the answers obtained. In addition, students also experience procedural interference when choosing strategies to solve problems, resulting in incorrect answers.