general and overall picture of the actual situation. The
results of the data received from the tests and
interviews have not existed in the form of scores so
that the data analysis techniques used were reduction
and presentation data, and verification.
3 RESULTS AND DISCUSSION
Based on the results of the test, it found that students
made mistakes in working on set items based on
Watson's criteria as follows.
Inappropriate data (incorrect data), this error
category occurs in each item of the question from 27
students, namely five students on question number 1,
five students on number 5, two students on number 6,
two students on number 7 and one student in question
number 8. The error data category of inappropriate
data occurs in the questions number 1 and 5. The
students did the test by counting the number of
students who were interested in math and English
then reduced the number of the students who were not
interested of both. In the Venn diagram, the students
were not accurate in entering the members of the set,
it showed how the students only directly put the data
contained from the question. In this category, students
tried to operate a problem correctly, but the students
chose inappropriate information or data. It meant that
the students used the wrong data, forgot the correct
formula, and entered the incorrect data into a set.
Inappropriate procedure (procedure is not right),
this error category occurs in each item of question
from 27 students, namely sixteen students at number
1, six students at number 2, four students on number
3, seven students on number 5, four students on
question number 6, four students on question number
7, two students in question number 8, and one student
on question number 9.The students wrote the
members of set K and members of set L. Then, the
students matched the members of set L with the
members of set K that both had, then the students
concluded that the members of the set of 𝐾 ∩ 𝐿 were
2 and 8. In this category, the students tried to solve
the problem with the correct procedure, but they used
the incorrect formula because of lack in
understanding set.
Omitted data (data missing), this error category
occurs in each item of the question from 27 students,
namely one student on number 1, four students on
number 5, and two students on number 7. Missing
data errors occur in questions number 5. The students
solved the problem incorrectly because of one or
more missing data. The students were right in
mentioning the members of set L and not accurate in
mentioning the members of set K. On the diagram
Venn, the students then tried to complete by entering
the members of the set K and L. There were also
members of the new set which did not include as the
members of set K and L, and several missing
members of the set. In this category, students solve
problems incorrectly because there were one or more
missing data. It happened because the students were
careless put the data. Thus, data or members of the set
that should be the settlement were not included in the
set.
Omitted conclusion (the missing conclusion), this
error category occurs in each item of the question
from 27 students, namely three students in number 3,
one student on number 5, one student on question
number 7, and one student on question number 9. The
students solved the problem by showing the right
procedure and mentioning the members of sets A, B,
and C but failed to conclude it or the students solved
the problem but forgetting to write the conclusion, so
that the students' answer were considered incomplete.
In this category, the students answered the questions
by showing the right procedure, but they did not give
conclusions.
Response level conflict (conflict level response),
this error category occurs in each item of the question
from 27 students, twelve students on question number
1, five students on question number 2, nine students
on question number 3, seven students on question
number 5, three students in question number 6, six
students on question number 7, one student on
question number 8, and one student on question
number 9. The students showed an operation at a high
level then decreased to a lower operation to give a
conclusion. The students directly wrote S, M, and B
members. On the Venn diagram, they seemed
entering the data from the question. In this category,
the students have shown an operation at a high level
and then decrease to a lower activity to conclude. In
other words, conflict response level was where the
students answered a question, but they did not use
concepts, or the students directly end their conclusion
without using a logical way.
Undirected manipulation, this error category
occurs in each item of the question from 27 students,
namely eleven students on number 1, one student on
number 2, six students on number 3, one student on
number 4, three students in question number 6, one
student in question number 8, and one student on
problem number 10. The students counted the number
of the students who were interested in math and
English and who were not interested of both. Then,
the students reduced them with the number of the
students of VII grade in MTS Sheikh Yusuf
Students’ Errors in Resolving Set Item Test based on Watson’s Criteria
457