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Analysis of student errors in solving linear programming problems based on Newman’s procedures in terms of writing mathematical communication capabilities

The purpose of this study is to describe the errors of SMA Negeri Taruna Nala Jawa Timur in solving linear program problems based on Newman’s procedures in terms of written mathematical communication skills. This research is qualitative descriptive. The research subjects were 4 students who made mistakes at each stage of Newman. Judging from the written mathematical communication, it is found that at the stage of understanding students do not write information clearly and determine the purpose of the problem. At the stage of transformation students incorrectly determine the variable instance, objective function, and variable boundaries. At the stage of the process skills students are not right in determining the intersection point of the axis, do not draw a graph of the settlement area, incorrectly determine the coordinates of the corner of the settlement area, and the optimum value. At the stage of writing the final answer students mistakenly write a conclusion. Factors that cause students’ errors include weak grammar, sociolinguistics, strategies, and understanding of discourse.