ANALYSIS OF ERRORS MADE BY MTS STUDENTS IN UNDERSTANDING MATHEMATICAL CONCEPTS BASED ON NOLTING’S THEORY

The aim of this study is to identify the types of errors and factors that cause the students's errors in solving questions about understanding mathematical concepts in the material of social arithmetic based on the Nolting Theory. This research is qualitative descriptive research. The data collection techniques used are description tests, observations, and semi-structured interviews. The researchers selected six students as the subjects of the study. The validity of the data used by the researchers is determined by a triangulation technique, that is, comparing the results of the student's mathematical test with the results of the interview. Based on the results of the analysis, the researchers revealed the types of mistakes made by the first hight category subject (ST1), the second high category subject (ST2), the first medium category subject (SS1), the second medium category subject (SS2), the first low category subjevt (SR1), and the second low category subject (SR2) are 1) on the type of misread-direction errors students do not read instructions on the subject due to hasty and unaccustomed reading instructions on the subject. 2) On the kind of careless errors students make in carrying out the calculations due to a lack of care, 3) On this type of conceptual error, the student does not understand concepts gross, tara, and net because of a lack of learning. 4) On application errors, students are unable to operate concepts related to discount in solving the issue due to an insufficient understanding of the material. 5) On type test-taking errors, pupils do not re-check answers due to being delayed and not accustomed to solving matters systematically, and 6) on type study errors Students do not spend enough time in studying the material of Arithmetic Social due to the lack of interest of the student in the material. Keywords: Errors, Nolting, Understanding Mathematical Concept.