Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Interval pada Mata Kuliah Analisis Real Berdasarkan Teori Newman

This study aims to identify the types of errors made by students in solving problems related to the concept of intervals in the Real Analysis course, based on Newman’s Error Analysis theory. The research employed a qualitative approach with 10 participants from the 2022 cohort of Mathematics Education students at Universitas Negeri Medan, selected through purposive sampling. The object of the study was the students’ errors in solving interval-related problems. Data were collected through a test consisting of four open-ended questions administered via Google Form. The data were analyzed using Newman’s five categories of error: reading, comprehension, transformation, process skills, and encoding. The results showed that students made various types of errors, with different dominant errors across each question. Comprehension and transformation errors were most frequent in question 2, reading errors dominated question 3, and process and encoding errors were most prevalent in question 4. These findings indicate that students still face challenges in understanding fundamental concepts and mathematical notation in Real Analysis. This is in line with Newman’s framework, which suggests that errors can occur at various stages of the mathematical problem-solving process.