Nur Nabilah Syahrur Rohmah, Surya Sari Faradiba, Surahmat, Nia Wahyu Damayanti, Sri Rahayuningsih
APOS theory helps classify errors, such as conceptual, procedural, interpretation, and linear extrapolation, which can help develop students' understanding of Systems of Linear Equations in Two Variables. However, few studies still use APOS theory to understand junior high school students' errors in systems of linear equations of two variables. This research aims to identify students' cognitive errors in solving two-variable linear equation system problems using the APOS (Action, Process, Object, Schema) theory approach. This research includes qualitative research. The research subjects were state junior high school students in Malang, East Java. The selection of research subjects was carried out using a purposive sampling technique. Data was collected from written tests and in-depth interviews with students. The research results show that cognitive errors made by students using the APOS theory approach include (1) inappropriate initial steps (Actions), where students make mistakes in carrying out algebraic calculations; (2) errors in procedural (Process), where students carry out inappropriate elimination and substitution procedures; (3) misconceptions regarding basic concepts (Objects), where students do not have a deep understanding of the material so students only answer conclusions based on the arguments they have; (4) inability to integrate concepts as a whole (Schema), where students make errors throughout, from calculation techniques to solutions. © 2025 Author(s).
Universitas Islam Malang, Malang, Indonesia; Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Wisnuwardhana Malang, Malang, Indonesia
