Students’ Error Analysis in Solving Geometry Problems Based on the Mathematical Anxiety Under the Theory of Van Hiele

Abstract

The aim of this research was to describe the students’ error analysis in solving geometry problems based on the mathematical anxiety under the theory of Van Hiele. This research was a descriptive research with a qualitative approach. The data were collected by using observation, test, and interview methods. The subjects were selected by using classificat ion test of Van Hiele’s level. Van Hiele test was given to 202 students of class VIII of SMP Negeri 2 Purwoharjo. Thus, it obtained the students who were at the visualization level of 49.5%, analysis level of 11.9%, and informal deduction level of 1%. The results of this research showed that the students of visualization level experienced errors in five stages, namely reading error, reading comprehension, transform error, process skill, encoding and showed the anxiety symptoms with indicators of physiological, cognitive and affective. The students of analysis level experienced errors in four stages, namely reading error, transform error, process skill, encoding and showed the anxiety symptoms with indicators of physiological, cognitive and affective. The students of informal deduction level experienced errors in three stages, namely transform error, process skill, encoding and showed the anxiety symptom with cognitive indicator.