Patterns of Adaptive Mathematical Reasoning Errors Among Junior High School Students on The Pythagorean Theorem Based on Newman’s Error Analysis

Reza Alinata; Ramon Muhandaz

doi:10.30998/cm7qs173

Authors

Reza Alinata Universitas Islam Negeri Sultan Syarif Kasim Riau Author
Ramon Muhandaz Universitas Islam Negeri Sultan Syarif Kasim Riau Author

DOI:

https://doi.org/10.30998/cm7qs173

Keywords:

Adaptive Reasoning, Newman’s Error Analysis, Pythagorean Theorem

Abstract

This study aims to analyze the adaptive mathematical reasoning abilities of eighth-grade junior high school students regarding the Pythagorean Theorem and to identify types of errors based on Newman’s Error Analysis (NEA). A descriptive quantitative approach was used with 33 students selected through purposive sampling based on the recommendations of the mathematics teacher at the research site, as the students had studied the Pythagorean Theorem material which aligned with the research objectives, at a junior high school in Pekanbaru in October 2025. The instrument consisted of two open-ended questions containing four indicators: formulating conjectures, identifying patterns, providing mathematical justifications, and verifying the validity of arguments. Data were analyzed using mean scores, achievement percentages per indicator, and error classifications based on NEA. The results showed that the “formulating conjectures” indicator achieved the highest score (72.73%), while “identifying patterns” had the lowest (10.61%). The most dominant errors were encoding errors (97%) and comprehension errors (76%). It was concluded that students’ adaptive mathematical reasoning skills remain relatively low, particularly in identifying patterns, providing mathematical justifications, and verifying the validity of arguments. These findings imply the need to emphasize learning activities that train pattern identification, mathematical justification, and argument verification, while also considering problem-based and inquiry-based instructional approaches as potential strategies to strengthen students' adaptive reasoning development.

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