S.F.D. Iqlima, A. Sofro
Solving the problem is one of the goals in learning. In reality, there are still many students who make an error in the two-dimensional figure. The style of students in absorbing, processing, and managing information is called learning style. In some studies, the mathematical abilities boys and girls are different. The investigation of the types of student errors based on learning styles and sex has developed massively. Thus, this study will investigate variables that affect the number of types of errors in solving the problem of a two-dimensional figure. The population in this study is a seventh-grade student, and the sample in this study is 32 seventh grade students. Data obtained from questionnaires and tests. There are two variables in this study, the independent variable is learning styles and gender, and the dependent variable is the number of error types. Hence, the appropriate approach is using Poisson regression due to a discrete response variable. The results show that the coefficient of learning style has substantial evidence to reject the null hypothesis with alpha 0.05. It means that the learning style has a significant impact on the number of error types. © Published under licence by IOP Publishing Ltd.
Mathematics Department, Universitas Negeri Surabaya, Surabaya, East Java, 60231, Indonesia
