![](bg2.png)
study habits; (h) low memorization; (i) disruption of
the sensory devices for the development of puberty
(Rahimah, 2012).
Furthermore, there are several errors in learning
mathematics, namely; (a) lack of understanding of
symbols; (b) concerning place value; (c) use of
the wrong process; (d) error in calculations; (e)
writing error. Students’ error in solving Mathematical
problems can be analyzed with several methods. One
of the methods is Newman Error Analysis theory
(NEA). Newman Error Analysis was first introduced
by Allan Leslie White as a simple diagnostic
procedure to observe students’ behaviour in solving
story problems. In line with that, researchers also
plan to use the procedure of the Newman theory in
diagnosing the students’ error in solving the problems
of critical thinking skill in Calculus 2 course.
Furthermore, the error in mathematical problem
solving can be influenced by several factors, one of
which is the presence of gender differences. Gender
differences in creativity were areas of controversy
(Indrawati and Tasni, 2016) .Abra and Valentine
French in Nenny Indrawati and Nurfaidah Tasni
(2016) stated that some experts suggest that men
are more creative than women, but other experts
reveal that women are more creative than men.
Moreover, Nenny Indrawati and Nurfaidah Tasni
(2016) stated that some researchers believe that
the influence of gender in mathematics is due to
biological differences in the child’s brain that are
known through observation.
Another factor that can affect students’ error in
Integral Calculus problem solving is called habits of
mind. Habit of mind is a characteristic of intelligent
people when faced with problems whose solutions
cannot be identified easily (Costa and Kallick, 2008).
Habit of mind is a group of skills, attitudes, and
values that allow people to bring up performance
or behavioral intelligence based on the stimulus to
guide students to face or resolve existing issues
(Marita, 2014). Based on these explanations, it can
be concluded that habit of mind is a very important
aspect to be explored, especially on students’ problem
solving error in Integral Calculus course. Therefore,
the researcher was interested in analyzing students’
error based on Newman’s theory viewed from gender
differences and habits of mind.
2 RESEARCH METHODS
The research used in this study is descriptive.
According to Nana Syaodih Sukmadinata (2010).
descriptive research is the most basic research,
intended to describe the existing phenomena, both
natural and man-made. Meanwhile, Descriptive
research is a research that intends to describe
situations or events (Suryabrata, 2014). If the study
wants to describe the size, number or frequency,
then the research is more appropriately named
as quantitative descriptive research (Sukmadinata,
2010).
Based on several opinions above and referring
to the research objective, this type of research is
quantitative descriptive research. It generates the
number, size or frequency of students who commit
errors in solving mathematical critical thinking
problems in Integral Calculus course by using
Newman Error Analysis theory based on gender
differences and habits of mind.
To obtain the data about the subject’s ability to
express opinions and ideas, the researchers needed
an auxiliary instrument in the form of a test of
mathematical critical thinking problems, which was
referred as the first auxiliary instrument. Meanwhile,
to get the information about the students’ habit of
mind, the researcher used a questionnaire sheet as
the second auxiliary instrument. The data collection
techniques were test and non-test techniques. The
test technique used the first instrument and non-test
technique used the second one.
The data analysis technique is a systematic
process of searching and compiling data obtained
from the result of written test. The data analysis
process in this study was carried out with the
following steps: (1) Analyzing written data by
examining the answer error given by students
to the test of mathematical critical thinking skill
based on Newman Error Analysis theory ; (2)
Analyzing students’ error based on Newman Error
Analysis theory in terms of gender differences;
(3) Checking the answers to the students’ Habits
of Mind questionnaire to collect the scores; (4)
Classifying students into three Habits of Mind
categories (self-regulation , critical thinking, and
creative thinking) based on the results of each
student’s questionnaire, as seen in Table 1 below.
Table 1: Classification of Students’ Habits of Mind
NO Score CRITERIA
1 0 – 20 Habits of Mind Very Bad
2 21 – 40 Habits of Mind Bad
3 41 – 60 Habits of Mind Fair
4 61 – 80 Habits of Mind Good
5 81 – 100 Habits of Mind Very Good
Source: Adapted from (Riduwan and Sunarto, 2013)
The procedure of this research was carried out
with the following steps, such as:
An Analysis of Students’ Error in Solving Critical Thinking Problems in Integral Calculus Course based on Newman Error Analysis Theory
Viewed from Gender Differences and Habits of Mind
337