Analysis of Student Errors in Solving Higher Order Thinking Skills Problems on Number Patterns Using Newman's Theory

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Analysis reveals frequent student errors in HOTS problems on number patterns, suggesting better mathematics education approaches.

The study found that 69% of errors were during the comprehension stage, indicating significant misunderstanding.
Most errors also occurred in the encoding stage, with 54% showing gaps in students' grasp of number patterns.
A qualitative descriptive approach was utilized, collecting data from tests and interviews with 26 students.
These findings highlight the critical need for diverse HOTS problems in education to enhance student problem-solving skills.

Shiddieqy et al. (2024) studied this question.

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