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IJHSS.NET

Vol. 9 , No. 1

February 2017

International Journal of Humanities & Social Sciences

e-ISSN: p-ISSN:

1694-2639 1694-2620

AAJHSS.ORG Vol 9, No 1 - February 2017 Table of Contents Pokémon Go Players’ Perceptions on Twitter Yoonsin Oh, Ph.D., Gracia R. Clark and Allison C. Brunett

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Curriculum development, logistics and supply chain: Project Incubator and the development of integrated logistics and supply chain under the reform program of the National Curriculum Tipparat Sittiwong

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Errors analysis solving problems analogies by Newman procedure using analogical reasoning Kristayulita Saleh, Ipung Yuwono, Abdur Rahman As’ari and Cholis Sa’dijah

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9 No. 1, pp. 1-8, ©IJHSS

Pokémon Go Players’ Perceptions on Twitter Yoonsin Oh, Ph.D. Gracia R. Clark Allison C. Brunett University of Wisconsin-Eau Claire Eau Claire, WI, USA Abstract The purpose of this study was to analyze the perceptions of Pokémon Go players who tweeted about the game on their health while playing. Pokémon Go is an augmented reality exergame that requires players to travel to accomplish game goals. News outlets reported that Pokémon Go players shared on Twitter how this game had motivated them to be physically active.

However, no study has been conducted to examine the actual amount of tweets expressing the players‟ perceptions of the game on their health. In this study, researchers collected publicly available tweets by using an advanced search of hashtags (e.g., #PokemonGo & #walking) to get a consistent pool. Tweets were collected from one week of each month from July 2016 through January 2017. Based on grounded theory, qualitative analysis methods were used for categorization. Researchers numbered and coded the tweets to determine how players who tweeted might perceive the game as it relates to health topics. The results indicate that the most common tweets were about how Pokémon Go motivated players to increase their physical activity levels. This study serves as a base research for future in person interviews to investigate the players‟ interests and motivations to be physically active.

Keywords: Pokémon Go, Twitter, Health, Physical, Mental, Social.

Introduction Pokémon has been popular among youth since the 1990s (Tobin, 2004). When the first games were released in the United States in 1999, the Pokémon franchise produced $5 billion in revenue (Buckingham and Sefton-Green, 2004). Pokémon Go is a recently released (July 6th, 2016) mobile game using characters from the Pokémon franchise that has an estimated 7.5 million U.S. downloads and $1.6 million in daily revenue as of July 11th, 2016 (Etherington, 2016) with players spending more time playing it than using Facebook and Twitter in that time period (Perez, 2016). Although Pokémon Go is a new game, the fan-based Pokémon phenomenon is not. Buckingham and Sefton-Green (2004) describe Pokémon as a “cultural practice” because “pokémon is something you do, not just something you read or watch or „consume‟” (p. 12).

Typical Pokémon cultural practices include taking on the role of a trainer, someone who catches mysterious creatures called Pokémon, a combination of the words pocket and monster. Once Pokémon are caught, trainers develop them by battling them against other Pokémon. The Pokémon games have appeared across multiple Nintendo game systems including the Game Boy, Nintendo DS, and Wii and in a trading card game. Pokémon Go is the first Pokémon game to appear on a mobile phone.

Pokémon Go is an augmented reality exergame with multiple goals including collecting as many kinds of Pokémon as possible, visiting “Pokéstops” (real-world locations granting players in1

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game items), and controlling “Pokémon gyms” (other real-world locations providing opportunities for indirect player interaction) for the player's chosen faction. In order to accomplish these goals, players need to go outside and move in the real world. This setup has great potential to promote physical activity. However, the game has been shown to cause danger for drivers and pedestrians (Ayers, 2016). To reduce distraction, Pokémon Go Plus (a watch players can use to play the game without watching the app) was released in September 2016.

Health game researchers have been investigating how to motivate people to be more physically active via video games due to their popularity. Previous research on playing video games has been done in controlled settings to examine the physiological responses of energy expenditures (Duncan & Dick, 2012; Lanningham-Foster et al., 2009; Lanningham-Foster et al., 2006; Lin, 2015; Marks, Rispen, & Calara, 2015; Nathan, Huynh, Rubenson, & Rosenberg, 2015; Scheer, Siebrant, Brown, Shaw, & Shaw, 2014; Siegel, Haddock, Dubois, & Wilkin, 2009) and enjoyment levels (Coulter & Woods, 2011; Duncan & Dick, 2012; Gao, Zhang, & Podlog, 2014).

Soon after the release of Pokémon Go, players started sharing how the game has motivated them to be physically active on Twitter, with news outlets covering the story (e.g., “I‟ve probably burned 1,000 calories playing #PokemonGo today.”; Oliver, 2016). Some researchers have studied Pokémon Go and found that players had over a 25% increase in their physical activity in the first 30 days of playing (Althoff, White, & Horvitz, 2016). Howe, Suharlim, Howe, Kawachi, & Rimm (2016) found that players had an average increase of 955 steps per week for the first 5 weeks after playing the game. Although these recent studies have shown increases in physical activity levels for players, less research has been done around players‟ perception of their change in health after playing the game. The purpose of this study was to investigate the current state of what and how people on Twitter mention and discuss Pokémon Go in terms of their perspectives on health.

Method Data collection Data was extracted from Twitter using methods following La Rosa‟s (2013) recommendations.

To make the data more purposeful, manageable, and consistent, the researchers used Twitter‟s advanced search capabilities to isolate tweets including #PokemonGo and one or more of the following hashtags: #fitness #activity #active #exercise #walk #steps #walking #physicalactivity #workout #sweat #fit #sport #mentalhealth #anxiety #getfit #fitbit #health #depression #stress #pokemongo #pokemongowatch #pokemongoplus. The researchers collected tweets from one week for each month from July 2016 to January 2017 (July 6th-13th, August 6th-13th, September 6th-13th, October 6th-13th, November 6th-13th, December 12th18th in 2016, and January 12th-18th in 2017). The initial week of data collection was chosen to coincide with the launch day of the Pokémon Go (July 6th, 2016) to capture people's perceptions of the game as soon as it came out. The following four months used the same dates to maintain a consistent pool. The date range shifted in December and January to collect data around an updated version of Pokémon Go; however, the updates were not released as planned. The researchers saved screenshots of the advanced search results and numbered each tweet. Records of all original and numbered tweets were saved.

Data analysis We used qualitative analysis methods using categorization based on grounded theory (Glaser & Strauss, 1967). During the open coding phase, all the tweets were examined by the researchers.

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Using the constant comparative approach during weekly meetings, the researchers created a set of emerging categories for the tweets. A central phenomenon category was selected, and the researchers reviewed the data again to find subcategories. After the researchers did not see any new categories from the data, they used those categories to code the Twitter data set. A spreadsheet was then used to organize the numbered tweets and code each tweet under categories. The researchers allowed a tweet to fall under multiple central categories if they fit. In each of the four central categories (physical health, mental health, social health, & technology), the tweets were coded as yes if the tweeter indicated that PokĂŠmon Go had an impact on that topic of their lives or no otherwise. The researchers then further coded the tweets into the subcategories as yes or no.

Since the research purpose was to explore perception, tweets that were advertisements, links to articles, in a non-English language, or unavailable for viewing were all excluded from the data analysis. Three researchers did all of the coding, with at least two of them coding each tweet for triangulation. The researchers then compared and combined codings into a final spreadsheet. If there were discrepancies between the coders on a tweet during this process, the researchers went back to the tweet and agreed upon a code together. After finalizing the coding, the researchers analyzed the number and percentage of tweets in each category using spreadsheet.

Results & Discussion The total number of tweets collected was 1,498. Of these, 555 tweets were excluded from the analysis because they did not contain any perceptions (e.g., advertisements), leaving a total of 943 tweets for data analysis. Tweets were categorized into emergent themes. The emergent central phenomenon themes found were physical health, social health, emotional health, and technology.

Table 1 Emergent Theme Tweet Frequencies Total Tweets 943 Physical Health 361 (38%) Positive 269 (75%) Negative 70 (19%) Neutral 22 (6%) Social Health 75 (8%) Positive 57 (76%) Neutral 18 (24%) Mental Health 25 (3%) Positive 18 (72%) Negative 5 (20%) Neutral 2 (8%) Technology 262 (28%) Positive 163 (62%) Negative 25 (9%) Neutral 77 (29%) Fitbit 144 (55%) This table shows the frequencies of each emergent theme. The total number of tweet decreased over time as shown in Figure 1.

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Figure 1: Tweets per month. Each line shows the tweet count for each category.

Physical health Thirty-eight percent of the tweets (361 out of 943) fell into this category. Tweets in this category commented on the physical health of the individual tweeting. Physical health tweets included how the players increased their physical activity, how Pokémon Go was a motivation to get a physical workout, or how they were physically active because of the game. In this category, three additional themes emerged: positive, negative, and neutral perceptions.

Positive tweets expressed a positive view toward the impact that Pokémon Go had on the tweeter‟s physical health. Seventy-five percent of physical health tweets (269 out of 361) fell into this category. A representative tweet in this category read, “#PokemonGO is just as amazing as I thought it would be. Went out for a quick stroll, end up being out for an hour and a half. #exercise”. Another stated, “Had LOTS of fun playing #PokemonGO with John [pseudonym] today! It's nice to do something other sit on the couch! #exercise?”. Both of these people indicated that Pokémon Go had a positive influence on their lives and has helped them to be more physically active.

Negative tweets conveyed a negative view of playing Pokémon Go and physical activity. This could be expressed as the game compelling them to perform activities they otherwise weren‟t interested in or via metaphors of addiction. However, most tweets still indicated an increase in physical activity. Nineteen percent of physical health tweets (70 out of 361) were negative. A representative tweet stated, “#PokemonGo made me lose all my gains at the gym cause I‟m walking so much #Health #Fitness #BodyBuilding”.

Another tweet read, “Okay, #PokemonGo is evil. I‟m outside, walking, getting sweaty, and trying to catch critters. This sounds like #exercise.”

Only six percent of physical health tweets (22 out of 361) were categorized as neutral. These tweets indicated that the tweeters were physically active, but they didn‟t specifically indicate any positive or negative perceptions. For example, one representative player tweeted, “I‟ve to walk 5km in order to open my egg. #pokemongo #sunstroke #yolo #workout”. Another stated, “Pokemon go is most of my exercise plan #PokemonGo #fitness”. Although these tweets acknowledge the physical activity requirement to play the game and use of the game to engage in physical activity, they do not convey whether they were positive or negative about the negative 4

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experience.

Social health Eight percent of tweets (75 out of 943) fell into the category of social health. These tweets included that the tweeter was using Pokémon Go with other people or to engage in social activities. The most common example of social activities in this category were walking with friends or observing other people playing Pokémon Go with friends. Two additional subcategories emerged, positive and neutral perceptions of playing Pokémon Go. Seventy-six percent of social health tweets (57 out of 75) indicated that the tweeter enjoyed using Pokémon Go with others. A representative example of a tweet in this category is, “Just spent the last 3 hours outside running around playing #PokemonGo and met some amazing people #Social #Fitness #WorldPeace #TeamMystic”. Another example is “@Pokemon #PokemonGO everyone is out walking around right now! Meeting new people and getting #exercise. #PokeGoWalk”.

Twenty-four percent of social health tweets (18 out of 75) did not indicate if the tweeter was positive or negative about playing the game. One person wrote, “Pokemon go got me traveling and being extra social today #social #walking #PokemonGo #Bulbasaur #fitness”. Another said, “#PokemonGo is making everyone come together. #sunscreen #exercise #humans”.

Emotional health Only three percent of tweets (25 out of 943) discussed emotional health. Tweets in this category included comments on the person's mental well-being such as feeling better. The majority of tweets (72%; 18 out of 25) in this category stated that Pokémon Go benefitted their mental health. One representative tweet stated, “#PokemonGo really has helped my #mentalhealth Spending time with family walking and collecting, and soon to be friends. Thanks @Pokemon”.

Another player wrote, “#PokemonGo gives me--an overweight person with #mentalhealth issues--a reason to get out of bed every morning, exercise & meet new people.”

Technology Another theme that emerged was on perceptions of using technology while playing Pokémon Go. Twenty-eight percent of the total tweets (262 out of 943) commented on the tweeter‟s use of technology. These tweets discussed how the player was using Pokémon Go with additional technologies (e.g., Fitbit as a physical activity monitoring tool). Tweets in this category also included their perceptions about the game as a technology itself and ways to improve the game.

The subcategories that emerged were physical activity monitoring tool, positive, neutral, and negative.

Most of the tweets in this category talked about using Pokemon Go with the app Fitbit. More than half of the technology tweets (55%; 144 out of 262) mentioned Fitbit in relation to Pokémon Go. The most common tweets were people wanting to combine Pokémon Go and their Fitbit, such as in the following tweet “There needs to be some sort of #FitBit and #PokemonGO collaboration...#killingthestepgame” People also talked about how the game is helping their step count on Fitbit. For example, “Dear #fitbit, this weekend‟s steps brought to you courtesy of #PokemonGo. #gottacatchthemall” Sixty-two percent of the technology tweets (163 out of 262) spoke positively about technology use. Most of these tweets appreciated getting more steps on their physical activity monitoring tools by playing Pokémon Go. One representative tweet commented, “Crushed my #Fitbit goal with 18,000 steps today #PokemonGo”. Another similarly said, “Back-to-back days getting in

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20K+ steps on my #FitBit thanks to #PokemonGO”.

Twenty-nine percent of the tweets about technology (77 out of 262) fell into the neutral category. For example, one person said “Made ½ of my steps goal on #Fitbit before 1:30am playing #PokemonGo on the streets of Manchester. Not sure how to feel.” Another person wrote, “OK, surely NOW with #PokemonGo AND #Fitbit I‟ll start walking, right?”.

About nine percent of the technology tweets (25 out of 262) spoke negatively about the technology related to Pokémon Go. Most of these tweets talked about the Pokémon Go server being down. One person said, “Went out for a #walk. #pokemongo crashed. I #sweated for nothing.” Other negative tweets talked about different aspects of the game the tweeter didn‟t like. One person wrote, “While I‟m enjoying #PokemonGo I hope future updates along side #PokemonGoPlus help reduce the battery drain” Conclusion/Discussion This research investigated the current state of what and how people on Twitter mentioned and discussed Pokémon Go in terms of their perspectives on health and using technology. The most common tweets showed players‟ perceptions of how Pokémon Go motivated them to increase their physical activity levels. The data also demonstrated that even though people may not have tweeted a positive perception of playing the game, they were still affected by it. For example, if they were negative about having to physically move to play the game, they were still indicating that the game helped them be more physically active. Health professionals and educators should note that this often meant the players were willing to do something they felt negative about— usually increasing their physical activity levels—to participate in something they valued—playing the game.

Another notable finding was that players also talked about more than one dimension of health at a time. For example, a representative tweet in the emotional health section, “#PokemonGo gives me--an overweight person with #mentalhealth issues--a reason to get out of bed every morning, exercise & meet new people.”, specifically points towards a perception of playing the game as benefitting their mental health while improving their physical health and increasing their social health. This finding agrees with research on social support‟s (Bland & Sharma, 2017) benefits for physical activity and physical activity‟s positive association with mental health (Doré, O‟Loughlin, Beauchamp, Martineau, & Fournier, 2016; Rangul, Bauman, Holmen, & Midthjell, 2012).

This study also found that people were using additional technologies while playing Pokémon Go. People monitored their physical activity levels (e.g., steps) especially by using Fitbit. Most physical health tweets discussed how the game has helped increase their steps, and many of them posted their Fitbit step count along with their tweets to validate their claim. Other researchers have also found the game helps people increase their step counts (Althoff et al., 2016; Howe et al., 2016). Similar to our findings about increasing physical activity no matter how they perceived their physical health, we found that both positive and neutral perspectives on technology were accompanied by claims of increased step counts.

There are a few limitations to this study. Data collection sampled specific a priori hashtags and only looked at one week per month. Changing the sampling method or using a larger pool would strengthen the findings. Conducting a study on social media has additional limitations: Twitter, for example, has a 140 character count limit for tweets that can be posted and a complicated threading system. This research further didn‟t follow external links from tweets that may have

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provided additional context for interpretation.

Future research could be done to combat the limitations of our study and to get a more in-depth idea of player perceptions for their health when they play Pokémon Go. Previous research (Althoff et al., 2016; Howe et al., 2016) found increased step counts for the first four and five weeks after initially downloading the game. After the fifth week, the study participants‟ average step counts returned to the levels prior to downloading the game. This study‟s results do not directly address this finding, though our data shows a steep decline in tweets one month after the release of the game (see Figure 1). In-depth interviews with current and previous players can help uncover how their perceptions and behavior changes are intertwined in the context of Pokémon Go with ramifications for other exergames and interventions.

Acknowledgements This research was funded by Blugold Commitment Differential Tuition funds through the Student/Faculty Research Collaboration program at the University of Wisconsin-Eau Claire.

Special thanks go to Alura Patrin, Emily Delaney, and Kevin Harris.

References

Althoff, T., White, R., Horvitz, E., (2016). Influence of Pokemon Go on physical activity: study and implications. arXiv. WOS:000376444400010 Ayers, J. W., Leas, E. C., Dredze, M., Allem, J.P., Grabowski, J. G., & Hill, L., (2016). Pokémon GO-A new distraction for drivers and pedestrians. JAMA Internal Medicine, 176 (12), 1865-1866.

Retrieved from http://jamanetwork.com/journals/jamainternalmedicine/articleabstract/2553331 Bland, V., & Sharma, M. (2017). Physical activity interventions in African American women: A systematic review. Health Promot Perspect, 7(2), 52-59. doi:10.15171/hpp.2017.11 Buckingham, David and Sefton-Green, J (2004) Gotta catch 'em all: structure, agency and pedagogy in children's media culture. In: Pikachu's Global Adventure: The rise and fall of Pokémon. Duke University Press, pp. 12-33.

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Howe, K., Suharlim, C., Howe, D., Kawachi, D., Rimm, E., (2016). Gotta Catch‟em all! Pokémon GO and Physical Activity Among Young Adults: Difference in Differences study. BMJ, 355, 6270. doi: https://doi.org/10.1136/bmj.i6270 La Rosa, A. (2013). Harvesting the Twittersphere: Qualitative Research Methods Using Twitter. Pace University. Retrieved from http://digitalcommons.pace.edu/honorscollege_theses/120 Lanningham-Foster, L., Foster, R. C., McCrady, S. K., Jensen, T. B., Mitre, N., & Levine, J. A. (2009).

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J. A. (2006). Energy expenditure of sedentary screen time compared with active screen time for children. Pediatrics, 118(6), E1831-E1835. doi:10.1542/peds.2006-1087 Lin, J. (2015). “Just Dance”: The effects of exergame feedback and controller use on physical activity and psychological outcomes. Games for Health Journal, 4(3), 183-189. doi:10.1089/g4h.2014.0092 Marks, D. W., Rispen, L., & Calara, G. (2015). Greater physiological responses while playing XBox Kinect™ compared to Nintendo Wii™. International Journal of Exercise Science, 8(2), 164-173.

Retrieved from http://digitalcommons.wku.edu/ijes/vol8/iss2/7 Middelweerd, A., Te Velde, S. J., Abbott, G., Timperio, A., Brug, J., & Ball, K. (2017). Do intrapersonal factors mediate the association of social support with physical activity in young women living in socioeconomically disadvantaged neighbourhoods? A longitudinal mediation analysis. Plos One, 12(3), e0173231. doi:10.1371/journal.pone.0173231 Nathan, D., Huynh, D. Q., Rubenson, J., & Rosenberg, M. (2015). Estimating physical activity energy expenditure with the Kinect Sensor in an exergaming environment. Plos One, 10(5), e0127113e0127113. doi:10.1371/journal.pone.0127113 Oliver, D. (2016). Health Buzz: Pokemon GO Has Everyone Exercising. USnews. Retrieved from http://health.usnews.com/wellness/articles/2016-07-11/pokemon-go-has-everyone-exercising Perez, S. (2016, July 16). Pokémon Go tops Twitter‟s daily users, sees more engagement than Facebook.

Tech Crunch.

Rangul, V., Bauman, A., Holmen, T. L., & Midthjell, K. (2012). Is physical activity maintenance from adolescence to young adulthood associated with reduced CVD risk factors, improved mental health and satisfaction with life: the HUNT Study, Norway. The International Journal of Behavioral Nutrition and Physical Activity, 9, 144. http://doi.org/10.1186/1479-5868-9-144 Scheer, K. S., Siebrant, S. M., Brown, G. A., Shaw, B. S., & Shaw, I. N. A. (2014). Wii, Kinect, and Move.

Heart Rate, Oxygen Consumption, Energy Expenditure, and Ventilation due to Different Physically Active Video Game Systems in College Students. International Journal of Exercise Science, 7(1), 22-32. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4831895/ Siegel, S. R., L.Haddock, B., Dubois, A. M., & Wilkin, L. D. (2009). Active Video/Arcade Games (Exergaming) and Energy Expenditure in College Students. Int J Exerc Sci, 2(3), 165-174.

Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2856349/ Tobin, J., (2004). Picachu’s Global Adventure- The Rise and Fall of Pokémon. Durham, NC: Duke University Press. Retrieved from: https://www.dukeupress.edu/pikachus-global-adventure

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9 No. 1, pp. 9-16, ©IJHSS

Curriculum development, logistics and supply chain: Project Incubator and the development of integrated logistics and supply chain under the reform program of the National Curriculum Tipparat Sittiwong Naresuan University, Thailand Abstract Thailand being one of the members of ASEAN Economic Community has to compete in the global economy. This has affected schools approach in preparing students in relation to AEC by a policy of curriculum development to produce work personnel who are knowledgeable and skillful. This research aims to 1. develop logistics and supply chains curriculum in high school, 2. study the effects of using the curriculum, logistics and supply chain, and 3. evaluate the satisfaction of using the curriculum of logistics and supply chain course. The samples were high school students who volunteered to study in the logistics and supply chain course. The total number of participants were 368: 320 lower secondary school students and 48 upper secondary school students. The instruments used in the research were: 1. unstructured interviews and semistructured interviews, 2. evaluation of the appropriateness and consistency of the curriculum, 3.

Students’ achievement, and 4. students’ satisfaction level of the logistics and supply chain course.

The results showed that: 1. The development of logistics and supply chain curriculum have the following elements: a) the requirements or policies of ASEAN AEC, b) government policy, c) development policy of the province, d) the structure of the course, and e) the involvement of the local community, and the curriculum is appropriate at a high level. 2. The achievement of the students in junior high and senior high school in all subjects showed that their average score in the post-test is higher than the pre-test with statistical significance of 0.01 level. The level of skills in logistics and supply chain in all subjects shows that the students’ average scores are higher than their previous scores with statistical significance at the 0.01 level. 3. Students are satisfied with the logistics and supply chains course with a high mean level = 4.69 and standard deviation of 0.35.

Keywords: curriculum development / logistics and supply chain / curriculum reform / Incubation and Development of Integration

Introduction The official establishment of ASEAN Economic Community (AEC) took place in 2015. This consortium of 10 member countries in ASEAN is expected to result in an increase in the

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member countries’ ability to negotiate and improve their respective nations and compete in the global economy. Thailand, one of the ASEAN member countries, has been considered as a hub of ASEAN and is in need to adapt itself to respond to the situations that would occur after AEC’s establishment. These situations would be in the part of infrastructure and skilled labour development. One more thing that Thailand had to prepare for in order to be the centre of ASEAN, possessing strong characteristics, is the preparation of transport and logistics. Both the management and the development of workers improve the capabilities of logistics companies.

Improvement of customs clearance method is also important, including the preparation of personnel in line with logistics adequately and with quality to meet demands in the future.

The higher education institutions are the important part in preparing future workforce in this field by educating them in relation to logistics and supply chain management. And, it is also necessary to prepare students in elementary and secondary schools to have a basic understanding of the logistics and supply chain in order to prepare them for higher learning (Office of National Economic and Social Development, 2012; the Office of the Basic Education, 2004; Office of the Provincial Strategy to develop the province, 2014; the Office of Phrae, 2013).

The importance of the abovementioned information is that it provides concept for the development of logistics and supply chain curriculum, which is of course linked to the activity of manufacturing and services to customers and consumers in order to deliver the value of products and services with the highest efficiency in terms of reasonable cost, quality, and time.

This curriculum can be integrated in the contents or linked to various other courses to produce graduates with the knowledge and preparedness to be a competitive worker in the future. The course aims to provide students with basic knowledge of logistics and supply chain to be capable professional staff of the public and private sectors. The students who graduate under the program can become an entrepreneur, can continue to study at the university which offers higher education in this field, or be employed locally (Learning Reform Committee, 2000; the Office of the Basic Education, 2004; the Delegation of Thailand to UNESCO, 2006; the Ministry of Education, 2015).

Objectives 1. To develop logistics and supply chain course for secondary students 2. To study the effects of logistics and supply chain course for secondary students 3. To determine the satisfaction level for the logistics and supply chain course Expected beneficial outcomes 1. The creation of a curriculum that seeks to achieve the instructional goals of the educational reform program of the National Education Curriculum. There are two logistics and supply chain courses developed, one for junior high school (lower secondary level 1-3) and one for senior high school (upper secondary level 4-5) for Sung Men Chanumpatham School, Phrae Province 2. The provision of a curriculum for developing students’ skills and knowledge that can respond to the professions needed in Phrae Province 3. The development of learners in accordance with the strategic development of Phrae Province in preparation for the AEC 4. Development of a prototype curriculum for schools to develop students for their future profession, according to local conditions

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Scope of Research The population in this study were lower secondary and upper secondary students from Sung Men Chanumpatham School in Phrae Province which has 1190 students, 562 from the lower secondary level and 628 from the upper secondary level. The reason for choosing Sung Men Chanumpatham School in Phrae Province is that the province is considered a hub for logistics and transport; it is also located close to borders which facilitate trade. Students who participated in this study were chosen according to their voluntary enrolment in the logistics and supply chain course (Volunteer Sampling). The number of students who volunteered to join and study in the course were 368 students, 320 students were from lower secondary level (Matthayomsuksa 1-3) and 48 were from the upper secondary level (Matthayomsuksa 4-6).

Method This part shows the methods, data gathering instruments used, and the process conducted to establish a research and development tool which was used for the whole study.

Figure 1

Study tools

Step 1

Basis for drafting

Study and analyse

the logistics and

data

supply chain course

Interviews Components of the draft - Course Structure curriculum - Course Description

Step 2

Draft of the course

- purpose

Draft Curriculum

for secondary level

- Lessons - The planning of activities for Evaluation tools for the draft teaching.

1. Evaluation form for the curriculum - Assessment and Evaluation appropriateness of the course

Step 3

Tools for

Evaluating the draft

evaluating the draft

course

course for

2. Evaluation form for the

secondary level

consistency of the course Evaluation tools for learning

Step 4 Course trial implementation

-Implementation of the course according to plan

Step 5

-Data collection Logistics course for

Course/Program

secondary level

Evaluation

with quality

management Evaluation forms for the management planning Tools examining the quality of the Students’ Achievement course Test Evaluation form for

Satisfaction Level Diagram showing the process of logistics and supply chain curriculum development

Research results 1. Summary of the analysis of the development of logistics and supply chain curriculum 1.1 Elements of the curriculum development consist of the following: 1) the requirements or policies of ASEAN AEC, 2) government policy, 3) development policy of Phrae Province, 4) structure of the course consists of Required courses for 55 credits, lower secondary 11

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level (Matthayomsuksa 1-3) 15 credits, the upper secondary level (Matthayomsuksa 4-6) 40 credits and 5) involvement of the community and local authorities.

1.2 Analysis of the experts’ opinion found that the logistics and supply chain course is appropriate at a high level (x̅ = 4.22, S.D.= 0.25) considering each aspect of the course. The one with the highest appropriateness level is learning, followed by the structure of learning unit, learning management, and the assessment and evaluation of learning. The consistency of the course has an average of 0.96; the teachers’ handbook has consistency average of 0.91.

Figure 2. The second component of the development of logistics and supply chain curriculum 2. Summary of the analysis of the results of the study of logistics and supply chain course The analysis of the result, after comparing the differences of the average of the pre-test and posttest result (before and after learning) of logistics and supply chain course in every subject, found that the students their post-test average score was significantly higher than their pre-test with statistical significance of 0.01 level.

3. Analysis of satisfaction of students who studied logistics and supply chain course found that the satisfaction of the junior high school with the course is at the highest level (x̅ = 4.69, S.D.= 0.35). When considering each aspect, the three with the highest satisfaction levels were assessment and evaluation, learning activity, and content. The high school students’ satisfaction of the course was also at the highest level (x̅ = 4.84, S.D.= 0.33). When considering each aspect, 12

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the four areas with the highest satisfaction levels were assessment and evaluation, content, teachers, and learning activities.

Discussions The development and findings of the performance of logistics and supply chain curriculum at Sung Men Chanumpatham School in Phrae Province are discussed below.

1. The development of the curriculum of logistics and supply chain consists of the following elements: 1) the requirements or policies of ASEAN AEC, 2) government policy, 3) development policy of Phrae Province, 4) structure of the course, and 5) involvement of the community and local authorities. This is consistent with Pitayut Kongkhun (2012) who studied the use of community-based management in small schools. It was suggested that using community-based management in small schools has to have the following elements: 1) engagement with local government, 2) participation of parents, and 3) engagement of community members to build relationships.

2. Analysis of experts’ opinion on the logistics and supply chain course showed that the course is efficient and has been implemented according to the development of the course. It has followed the correct procedures and curriculum development process, starting from studying the basic information of the school community and society considering all important aspects. In order to obtain a summary of the most needed information (Suni Phu Phan, 2003) and so that the course has consistency with the current situation, the content of logistics and supply chain course should be based on the local context in which students live.

Additionally, it should be consistent with the needs of society. To attain such consistency and relevance, assessment of the problems and needs of the society with the cooperation of experts and those involved in the development of multi-level courses that pass a systematic process is necessary. Prior to the implementation of the course, a study of the curriculum in basic education, teacher handbook, educational concept, theory in building the curriculum, documents related to the research which passed the examination of professional panel of experts, and passed the experts’ assessment was done in this research.

This is consistent with the pattern of development mentioned by Wichai Wongyai (1994) regarding the evaluation of a program: to assess the quality of courses and study the feasibility of curriculum development, to improve before implementation. This is also consistent with the research of Sunanta Najareun (2004), Panphet Romsai, (2003) Supatra Pornsri (2003), and Suriya Gamthon (2010) who developed their curriculum using process of evaluation before curriculum implementation.

3. Achievements after studying logistics and supply chain course showed that the students obtained higher scores after the course study than before the course study. Differences were statistically significant at .01 level. This is attributed to the various learning management and diversity of activities such as group discussion and exploration, listening to explanations from individuals involved in the logistics and supply chain course.

As Vijaya Wongyai (1978) suggested, in order to make the learning the most effective, the teacher has to use a variety of teaching methods and activities by letting the students work as a group and let those who are slow learners to try to learn and finish their allotted work by themselves with minimal help while working with better students in the group. The less abled students will be proud of their work and the better students will also be proud of having helped

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their slower classmates, and make the work of the group successful. Including the media to help students to learn more such as electronic books, multimedia can add to better understanding.

This is consistent with what Thamrong Buasri (2000) found, stating that the media will help students have a better understanding and add to the lack or limitations of in class instruction.

Media materials help reinforce students’ understanding more.

4. The over-all satisfaction of the students with logistics and supply chain course was at a high level in each aspect: in the assessment and evaluation, in the content, with the teachers, and learning activities. The findings in this study are consistent with the research of Yupaphan Laehu (2012) who studied about the development of local learning unit by using authentic learning approach. The “Phra seng seuksa” for the students in Mathayom 1 found that the over-all satisfaction of the students with their study of a developed local unit is at the highest level.

This study employed course design based on the four main pillars of UNESCO (2004), and Daniel Sitarz (1994) suggestions, who noted that education is “learning to know, learning to do, learning to live together with others, and learning to be”. Moreover, the social context, economic and environmental, as K.A. Freeman (1996) studied, were taken into account. The use of projects by integrating the learning environment on campus found that students can learn together well in an environment that was designed in their context. As a result, the students achieved success in their studies and were able to apply the knowledge they gained to various activities or to their work. Therefore, it can be concluded that designing the environment for learning is essential in the development of a local curriculum that fosters learning.

With regard assessment, assessment during the learning process is the natural way of evaluating, and it should be consistent with the information and the activities that were designed.

In this kind of assessment, the students do not get bored nor tired and be happy while learning compared to the traditional way of teaching which involves mostly of repetition and rote learning. With this assessment, they can enjoy and be happy with studying (Wichai Wongyai, 2000). In this study, the course was designed to integrate learning in every level by using local community and school-based integration in teaching. As a result, the students had more understanding about the content and could learn better while achieving the standards and realising the purpose of the course (Office of the Education Council, 2007).

In this context of learning, it has been considered that activities should be organised by using the community as a base which provides information as guidelines of teachers in the learning management for the community and by the community in order to develop human resources with in the area to have knowledge, skills and desirable characteristics. Parents and the community could work together to help develop their own communities sustainably (Sompong Chantakhong, 2009). The learning contents can be reset to make it consistent with the core curriculum, and the locale of the students. It is also of importance to set the purpose of the subject and distribute the contents into manageable parts, so that learning units will not be too crowded. Contents need to be adjusted to match the conditions of each context of learning with consideration of the contents arranged from basic to difficult and their transitions.

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Recommendations 1. Curriculum implementation feedback is stated in the following list.

1.1 Teachers should apply learning activities which allow for real or hand-on experiences such as allowing students to design products using local materials found in their area together, and let the people in the community who are in this kind of business be involved in the stages of the activity. Through this, logistics and supply chain course may help in developing a new career in the community that is consistent with its needs and potential.

1.2 Teachers may use the process of curriculum development to apply in another situation or subject of curriculum development in order to develop the quality of the curriculum, which is complete and consistent with the changes of the learning management in the 21st century.

1.3 Logistics and supply chain course can be an additional course to the school curriculum or core curriculum. The course may be taken by the end of normal class time and may take more time than the standard limit of time allotted to one regular subject depending on the adoption of each school, tailored to the context of the needs and conditions of that class.

2. Suggestions for future research 2.1 There should be a follow-up research about using the logistics and supply chain course and evaluate whether the course is suitable or not when the course is applied with teachers and students in a different area and community.

Conclusion Logistics and supply chain course development is a part of preparing students’ education and planning the process and stages in order to maintain consistency with and relevance to the changes in the present world as well as to the context of needs or policy of AEC, government policy, policy development of the province, the course structure, and the involvement of the community and local authorities. With such course development, each school adopting it would be able to respond to the policy of human resource development which could bring out the potential of the local community.

References Culture about “Phetchabun Province” for 4th grade students. Retrieved: 1st March 2010 from http://tdc.thailis.or.th/tdc/search_result.php Delegation of Thailand to UNESCO. (2006). UNESCO with Education for Sustainable Development. Tabloid news Delegation of Thailand to UNESCO., 13th June 2006.

Daniel Sitarz (ed.), Agenda 21: The Earth Summit Strategy to Save our Planet. Boulder, Colorado: EarthPress, 1994 Education Officer, Ministry. Office of the Education Council. (2007). Research report “Methods to evaluate the success of education for employment. Strengthening Community / Local and the competitiveness of the country”. Bangkok: Pleonstudio Company Co.,Ltd. Freeman, K.A. (1996). Attitude toward work in work project groups as predictors of academic performance.

Small Group Research.

Ministry of Education. (29 January 2015). Prime minister’s Office News 36/2015 Ministry of Education talked about the basic education reform. Searched on 17th February 2015, from http://www.moe.go.th/websm/ 2015/jan/036.html.

Office of the Basic Education Commission. (2004). Using the resources in the school and community. Bangkok : Kurusapa Printing.

Office of the National Economic and Social Development. (2012). National Social and Economic Development Plan No. 11. (B.E.2012-2016). Bangkok.

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Panphet Romsai. (2003). Curriculum Development in social studies, Religion and Culture about “Prachinburi Province” for 4th grade students. Retrieved: 1st March 2010 from http://tdc.thailis.or.th/tdc/search_result.php Phrae Governor’s Office. (2013). Phrae province development plan (B.E.2014-2017). Retrieved: 17th February 2015, from http://www.moe.go.th/websm/2015/jan/036.html.

Pittayut Kongkul. (2012). Using a community-based model for managing small schools.

Journal of Education and Social Development of the eight No. 2 Year 2012. Retrived: 24th June 2014,from http://tdc.thailis.or.th/tdc/ Provincial Office of Strategy Development. (2014). Province development plan (B.E.2014-2017).

Retrieved: 8th November 2012, from http://www.phrae.go.th/file_data/plan57-60.pdf Sompong Jantakong. (2009). The Community-Based Education for sustainable development. Retrieved: 17th December 2014, from http://www.kroobannok.com/blog/24541.

Subcommittee of learning reform. (2000). The learner is the most important in learning reform. 5th ed.

Bangkok: Board of Education.

Sunanta Najareon. (2004). Curriculum Development in social studies, Religion and Tumrong Buasree.

(2000). The course focuses on learner-centered. Academic journal. (May 2000).

Sunee Phupan. (2003).The basic idea of creating and developing curriculum. Chiangmai: Chiangmai Saengsin Printing Co.,Ltd. Supattra Polsree. (2003). Curriculum Development in social studies, Religion and Culture about “Sakonakorn Province” for 4th grade students. Retrived 1st March 2010 from http://tdc.thailis.or.th/tdc/search_result.php Suriya Kamtorn. (2010). Curriculum Development in social studies, Religion and Culture about “Sufficiency economy” for 4th grade students at Naknimit School. Thesis.

Srinakharinwirot University: Bangkok UNESCO, (2004). Education for All, The Quality Imperative, EFA Global Monitoring Report Education for All. Published in 2004 by the United Nations Educational, Scientific and Cultural Organization.

Wichai Wongyai. (1994). Curriculum and learning development process. Bangkok: Suweeriyasan.

Wichai Wongyai. (1978). Curriculum and learning devolopment. Curriculum and learning subject. Srinakharinwirot University.

Yupapan Laehoo. (2012). Using authentic learning approach. The “Phra seng seuksa” for the students in Mathayom 1. Master of Education Thesis in Teaching. Taksin University.

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9 No. 1, pp. 17-26, ŠIJHSS

Errors analysis solving problems analogies by Newman procedure using analogical reasoning Kristayulita Saleh, Ipung Yuwono, Abdur Rahman As’ari, Cholis Sa’dijah Universitas Negeri Malang, Indonesia Abstract Errors in solving mathematical problems often done by students. For see the types of errors that occur need to analyzed by Newman procedures. The purpose of this study to analyze the errors that occurred in the students in solving problems analogies using procedure Newman. Research using qualitative research methods and techniques of data collection using interviews. Subjects of research were 148 high school students in West South Nusa, Indonesia. The instrument used in the research is problems analogies contains two problems: the source and the target. The students are required to have the ability to associate the problems encountered by the previous problem, because mathematical concepts are connected. Students in problem solving targets need to do something. Students will begin to read and understand the problem. Students will determine the exact formula for the problems to be tackled by linking the problems encountered with previous problems that they already know the solution. Furthermore, students perform arithmetic operations and get the solution of the problem. Students can make mistakes in solving problems. The results showed errors types by Newman procedures and additional errors from student carelessness. Newman procedure, can see the mistakes made by students in solving the problems analogies so as to provide an overview to the teachers to develop learning involving analogy problems as tasks/exercises and exams.

Keywords: Errors, analysis, problems analogies, procedure Newman, analogical reasoning Introduction Problems Analogies Analogy is composed of three types: classical analogies, problems analogies and pedagogical analogies (English, 2004). Problems analogies are two problems that have a common but thinking about the difference. Similarity can be a relational concept, settlement procedural steps, or others. Problems analogies consists of the target resource issues and problems. The source problem such as problems that are easy, can be done easily and does not use a lot of procedures.

While the target problem in the form of a problem that a bit hard, difficult to work with, and using procedures quite a lot.

Solving problems by using analogical reasoning is enough to increase recent decades (Stavy and Tirosh 1993). Reasoner must admit the similarities in the relational structure between known problem (source problem) and new problem (target); is "structural alignment" or "mapping" between two problems that must be found (Supratman, Ryane & Rustina (2016),

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Bassok 2002; Holyoak, Gentenr, and Kokinov 2001). Problems are never used in the mathematical reasoning as used by English (2004) in the form of shaped comparison multiplication problems (source problem), "Sarah has 52 books on her shelf. Sue has 4 times as many as Sarah. How many books Sue has? A comparison division problem had the same cover story, namely, Mary has 72 books on her shelf. This is 3 times as many as Peter has.

How many books Peter has? Problems are designed to provide insight on the student's ability to see the nature of the initial problem to look more deeply at the underlying structural nature.

After sorting, grouping, and troubleshooting the source, the children are introduced to some of the problems of the target. This problem has a similar structure to the source of the problem but it is more inclusive; namely beriri all the information needed to troubleshoot the source, plus some additional information (Reed, Ackinclose, & Voss, 1990). This meant that the child had to adapt or extend the source of solution procedure in order to use it to solve the target problem.

Beside, Assmus, Foster, & Fritzlar (2014) in their study wrote the problems analogies to the case arithmetic progression are “Paul makes groups of counters on the table. Each new

group contains more counters than the last group in a certain way. How many counters do you think he will put in the 20th group?” (source problem) and “Anna starts to read a book. She reads two pages on the first day. She continues to read the book, reading 2 pages more than the day before each day. How many pages will she have raed after 20 days in total? (target problem)”. Problems analogies written Assmus et al (2014) have similarities in steps of completion of problems between source problems and target problems.

The most interseting part is the students ability to recognize similarities in structure and reason with this problem analogy to solve problems related to targets. English (2004) stated that the representation of students from the problem that often have a shortage of relational structures required proper reasoning by analogy, so that students do not just focus on the general nature of the surface of the problem. Even when the student demonstrates relational understanding, students tend to be spontaneous in using the analogy reason, if students do this, students often have difficulty in adapting the procedure source solution to meet the new requirements of the target problem (English, 2004). Several studies have shown how the subjects in the experimental situation tends to focus on the shallow nature while trying to use an analogy, while people in the context of non-experimental often use more structural nature of the reasoning analogy (Dunbar, 2001). Dunbar refers to this phenomenon as the "paradox analogical"; ie subjects require specialized training or assistance in analogy reasoning in research settings.they do not need assistance in using structural analogy in the context of neuralistic.

Possible explanation for this paradox is the surface properties of experimental problems that can present a conceptual difficulties over the structure in nature than previously thought (Labato & Siebert, 2002). The work of Lobato (Lobato, 2003; Lobato & Siebert, 2002) shows how to transfer traditional research, which provides the subject using a similar task from the perspective of the researchers, can hide a lot of the learning process of the students. Researchers can gain insights into how individuals generate similarity between the problems of their own. Such insights can reveal how the new situation may be related to the previous picture of the situation of the students.

Traditional research on reasoning by analogy in solving the problem, it shows that learners require special knowledge base related to the use of analogy (English 2004). First, students should know the relational structure to generalize from the source or known issues, and if the problem sources should be taken out of memory, it should be done in terms of relational structures (Gentner and Gentner 1983; Gholson, Dattel, Morgan, and Eymard, 1989; Vosniadou 1989).

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The ability to write your ideas mathematics or solving mathematical problems is needed by students. As a student of mathematics, the ability to complete the exercises, completing, or complete a math problem solving mathematically indispensable. What will be resolved and written by the students, will obviously involve other people to read it (Suyitno & Suyitni, 2015).

The results of the answers to the exercises are done, it will probably be read friends of the class.

Suyitno & suyitno (2015) added that results of the test will be read by the teacher, presents the solution of mathematical problems, will be heard by a friend of one class or a teacher.

Students present the solution of a mathematical problem solving. Solution written by a student if examined by a classmate or teacher can state that the solution can be written is a solution that is right or wrong. Mistake many students in mathematics may be caused by several factors. Comperehention less, language difficulties, anxiety, bustle and carelessness can be major factors in completion of tasks (Suyitno & Suyitno, 2015). Even the systematic errors is usually the consequence of misconceptions.

Newman Procedure Some many countries implement Newman procedures to determine the type of mistakes made by students in solving mathematical problems. To be able to solve mathematical problems (Dahlin & Watkins, 2000) says that understanding is more likely to lead to high quality results rather than memorization. Learning math is challenging, students are led to solve the problem very carefully. In the face of problems, students need the ability to identify and understand the problem if the problem at hand has similarities with the problems that have been solved. So that the concept or way of solving problem that has been used can be applied to the matter at hand.

Besides, mathematics provides opportunities for students to develop mathematical abstract ideas that can improve the ability as a solver math problem.

Learning mathematics is deeply can make students do not make mistakes in solving math problems. And understanding of the material greatly assist students not much wrong. students need to build an understanding of understanding concepts, symbols, and mathematical theorem before trying to solve mathematical problems. Watkins & Biggs (2001) also did not agree that learning mathematics is dominated by memorization activities. Furthermore, they found that learning by memorization way may cause results not optimal.

We can find some of the mistakes made by students in solving mathematical problems.

Various errors that can be found when students solving math problems. By using analyze procedures Newman, we can categorize the types of errors made by students in solving problems.

Based on the writings, Junaedi, Suyitno, Sugiharti, & Eng (2015), Suyitno & Suyitno (2015), White (2005), there are five types of errors according to Newman that caused errors students in solving mathematical problems. Five types of errors by Newman as follows.

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1.

2.

3.

4.

5.

Reading Error (R): Mistakes made in the resolution of problems classified as a reading error if students can not read key words or symbols written on the problem.

Comprehension Error (C): Students are not able to read all the words in question or a sentence about, but do not understand the overall meaning of the words so that students are not able to go further along the right channels for resolving problems.

Transformation Error (T): Students have been able to understand what the question will be searched completion, but will not be able to identify the operation or sequence of operations required to resolve the problem.

Process Skill Error (P): Students recognize the operation or sequence of operations, but did not know the procedures necessary to carry out the operation accurately.

Encoding Error (E): Students correctly solve the problem, but can not express the solution in the form of appropriate notation and can be accepted as a conclusion. Students are able to solve these problems, but in doing inference answer did not match the demand problem.

Purpose Of Research The purpose of this study was to analyze the errors that occurred in the students in solving problems analogies by procedure Newman with analogical reasoning.

Method This type of research is descriptive qualitative research. The collecting data used tests and interviews.

Participants The subjects of this research were 148 high school students. There are 93 students come from high school 1 Bima and 55 students come from high school 2 Mataram in West South Nusa, Indonesia.

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Materials Research instrument is problems analogies (source problems and target problems). Problem analogies provided are are “Find a solution to đ?‘Ľ 2 + 5đ?‘Ľ + 6 = 0â€? (source problem) and “Find a solution to cos 2 2đ?‘Ľ + 6 sin đ?‘Ľ + 7 = 0â€? (target problem).

Procedures Students are given the source of the problem (the problem of routine/simple matter) about the search for the roots of an equation. Once the source of the problem worked out by the student, then the student is given the target problem (the problem somewhat difficult/procedural problems). The students are given the source problem, which is routine and simple, such as finding a root of an equation. When the source problem is solved, the students get the target problem, which is more difficult than the source one. The source problem and target problem are different but they have similar concepts and solving operations.

Results and Discussion Almost all of the students answered correctly to the source problems. Students can't solve the target problems have in common the source problems with analogical reasoning. So that the students made many mistakes in solving the target problem. Based on the answers of students who obtained the target problems Newman procedural errors.

Reading Errors When students see and read about problem, the students do not understand the given problem (the problem of target). But try to understand target problems with working on the problem (see Figura 1, Figura 2(a) & 2(b)).

Figura 1 Reading errors Based on Figura 1, students are able to read about and try to simplify the trigonometry problem into the algebra. Students perform analogy cos đ?‘Ľ = đ?‘Ž and sin đ?‘Ľ = đ?‘?, thereby forming the equation 2đ?‘Ž + 6đ?‘? + 7 = 0. Furthermore, students cos 2đ?‘Ľ = 2đ?‘Ž.

(a)

(b) Figura 2. (a) & (b) Reading errors

As for this case from Figura 2(a) and Figura 2(b), students can read problems and trying to understand the problem in which he tried to find another form cos 2đ?‘Ľ. Students write other forms of cos 2đ?‘Ľ = sin2 đ?‘Ľ + 1. Errors that appear here are errors on the “+â€?which should â€œď€­â€?.

When interviews with students. For sources problem of student said very easy to do.

But for targer problem, students say: I do not know the answer to this problem. Further, I do not understand the problem. Learning materials trigonometric equations are difficult. Because student can not to change cos 2đ?‘Ľ = 1 − 2sin2 đ?‘Ľ so that the student can’t to solving the target problem.

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Comprehension errors In comprehension errors, if students do not accurately transcribe what is known and questioned on the target problems facing (see Figura 3).

Figura 3 Comprehension errors When interviews with students, students say that students could rewrite what is known of the given problem but I am not understood about this problem.

Transformation Errors Errors occurred because the students are not transferring means of solving source problems to solve target problems . students can not make trigonometric equations in the general form of a quadratic equation (see Figura 4).

Figura 4 Transformation errors The results of the answers written by the students (Figura 4) have been able to read and understand the given problem. But students can not select and use a precise mathematical formula. In interview revealed that Students know the quadratic equation obtained equation and students trying to connect with the source of problems before. But students do not solve target problems by using the concept of completion quadratic equation/problem source.

Skill Process Errors

The students did not solve the target problem with the appropriate mathematical procedure, which is the concept of quadratic equation used in solving the source problem (see Figura 5).

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Figura 5 Skill process errors Based on Figura 5, students can write other forms of cos 2đ?‘Ľ = 1 − 2 sin2 đ?‘Ľ there by forming quadratic equation 2 sin2 đ?‘Ľ − 6 sin đ?‘Ľ − 1 = −7. Students are trying to do factorization to find the roots of quadratic equations of trigonometry. However, students are not able to factor to determine the value sin đ?‘Ľ.

From the results of the students' answers, the students do not form trigonometric equations in the general form quadratic equation đ?‘Žđ?‘Ľ 2 + đ?‘?đ?‘Ľ + đ?‘? = 0. Futhermore students perform settlement using factorization method on quadratic trigonometry equations, but wrong the results obtained. The results of interviews with students obtained: (1) Students are not using the settlement method quadratic equations in solving target problem like in solving source problems.

(2) The students did not use the same arithmetic operation employed in solving the source problem.

(3) The results of the factorization method incorrectly.

Encoding Errors The results obtained can not give a conclusion on the question asked. The students can not find the value of đ?‘Ľ in the form of degrees or radians (see Figura 6)

Figura 6 Encoding errors Interviews with students, students find it difficult to change the value of x in the form of degrees or radians. Further, students can not find the degrees or radian that satisfies sin đ?‘Ľ = −3.

Careless Errors Students perform such carelessness equating equation 1 − 2 sin đ?‘Ľ Ă— sin đ?‘Ľ + 6 sin đ?‘Ľ = −7 with Ă— sin đ?‘Ľ + 4 sin đ?‘Ľ = −7, cos 2đ?‘Ľ equal sin2 đ?‘Ľ + 1, sin2 đ?‘Ľ written 2sin2 đ?‘Ľ, summing −2 sin đ?‘Ľ in −2 sin đ?‘Ľ Ă— sin đ?‘Ľ with 6 sin đ?‘Ľ to be 4 sin đ?‘Ľ, etc (see Figura 7(a) & 7(b)).

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(a)

Figura 7 (a) & (b) Careless errors

(b)

Errors Analogical Reasoning Errors that appear in solving the problems analogies based Newman procedure has similarities with results strudi conducted by Suyitno & Suyitno (2015). in general, students often make mistakes in understanding the problem. students do not know what is known of the problem and what was asked in the problem. The similar errors is obtained in this study are reading errors, comprehension errors, transformation errors, skill process errors, encoding errors, and careless errors (Junaedi, Suyitno, Sugiharti, and Eng, 2015; Suyitno & Suyitno, 2015).

By using analogical reasoning, students can solve the target problems have in common with the source problems. Based-on instruments provided students, analogical reasoning students do after structuring. Students perform encoding and inferring process that aims to shape the same problem as the source problems. Futhermore student can do the mapping to find the relationship between the target problems and the source problems. Students can perform operations on the target problems such as the source problems. The results obtained from the students can do justification and response to the target problems. Based-on this research, instrument problems analogies given to students emergence position teorities analogical reasoning is students perform mapping and applying without inferring.

Conclusion Based on the analysis of research data, there are several conclusions that can be obtained.

1. Errors that appear in this study there are 6 types of errors are five types of errors based procedures Newman and one types of errors resulting from carelessness students. a. Reading errors is student can not to change cos 2đ?‘Ľ = 1 − 2sin2 đ?‘Ľ so that the student can’t to solving the target problem b. Comprehension errors is students do not accurately transcribe what is known and questioned on the target problems facing. c. Transformation errors is students can not make trigonometric equations in the general form of a quadratic equation d. Skill process errors is students are not solve target problems by using the concept of completion quadratic equation (source problem) with the appropriate mathematical procedures. e. Encoding errors is student can not give a conclusion on the question asked. Because students can not find the value of x in the form of degrees or radians. f. Careless errors is students perform such carelessness equating equation 1 − 2 sin đ?‘Ľ Ă— sin đ?‘Ľ + 6 sin đ?‘Ľ = −7 with Ă— sin đ?‘Ľ + 4 sin đ?‘Ľ = −7, cos 2đ?‘Ľ equal sin2 đ?‘Ľ + 1, sin2 đ?‘Ľ written 2sin2 đ?‘Ľ, summing −2 sin đ?‘Ľ in −2 sin đ?‘Ľ Ă— sin đ?‘Ľ with 6 sin đ?‘Ľ to be 4 sin đ?‘Ľ, etc.

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2.

3.

Concept material has similarities with problems analogies that is being done needs to be given greater depth in previous learning process.

Material concept has similarities with problems analogies that are being solved should be given more depth in the learning process before.

Based on this study provides preliminary findings that in solving the problems analogies, students can make mistakes. This case provides an opportunity to do more research on how the process of the occurrence of errors in analogical reasoning.

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