摘要：This article is based on research cooperation of Foreign Affairs in the first year, which was carried out between the team of lecturers from the Department of Mathematics Education Unnes (Indonesia) with Dr. Chin Kin Eng, a lecture of Mathematics Education from Universiti Malaysia Sabah. The main objective of this research in the first year is to uncover the cause of the students error in resolving Discrete Mathematics by Newman Errors Analysis (NEA). The Results of this research will be used as the basis for the subsequent research that reveal the mathematical creativity of the students. Outcomes of this research is the publication of research results in the International Journal and seminar at the international level. As a qualitative research, data collection through an analysis of the results of tests, questionnaires, observations, and interviews. Data analysis are data reduction, exposure of data, synthesising the data, triangulation, and the inference/verification. According to research, known that students errors in resolving discrete mathematics caused by: (1) the student did not know the meaning of a symbol or an existing term in the problem (Reading Errors), (2) the student did not understand the meaning of the problem, namely the student fails to write what is known and what is being asked (Comprehension Errors), (3) students forgot a formula that will be used or strategy/procedure what to do (Transformation Errors), (4) students could not make the problem-solving algorithms in sequence and correctly (Process Skills Errors), (5) the student could not answer according to the question (Encoding Errors), and (6) the student could not translate well, especially about which was written in English (Language Errors). Errors caused by carelessness students (Careless Errors) was not found. After giving Learning Therapy for the provision to resolve a problem through the algorithm and the correct sequence, the causes of the error of some students could be minimized, so that the number of students who were experiencing errors could also be reduced. Results of this research became the basis for continued research in the second year, which will be revealed and developed the mathematical creativity of students with prepare advanced research instruments.
其他摘要：This article is based on research cooperation of Foreign Affairs in the first year, which was carried out between the team of lecturers from the Department of Mathematics Education Unnes (Indonesia) with Dr. Chin Kin Eng, a lecture of Mathematics Education from Universiti Malaysia Sabah. The main objective of this research in the first year is to uncover the cause of the students error in resolving Discrete Mathematics by Newman Errors Analysis (NEA). The Results of this research will be used as the basis for the subsequent research that reveal the mathematical creativity of the students. Outcomes of this research is the publication of research results in the International Journal and seminar at the international level. As a qualitative research, data collection through an analysis of the results of tests, questionnaires, observations, and interviews. Data analysis are data reduction, exposure of data, synthesising the data, triangulation, and the inference/verification. According to research, known that students errors in resolving discrete mathematics caused by: (1) the student did not know the meaning of a symbol or an existing term in the problem (Reading Errors), (2) the student did not understand the meaning of the problem, namely the student fails to write what is known and what is being asked (Comprehension Errors), (3) students forgot a formula that will be used or strategy/procedure what to do (Transformation Errors), (4) students could not make the problem-solving algorithms in sequence and correctly (Process Skills Errors), (5) the student could not answer according to the question (Encoding Errors), and (6) the student could not translate well, especially about which was written in English (Language Errors). Errors caused by carelessness students (Careless Errors) was not found. After giving Learning Therapy for the provision to resolve a problem through the algorithm and the correct sequence, the causes of the error of some students could be minimized, so that the number of students who were experiencing errors could also be reduced. Results of this research became the basis for continued research in the second year, which will be revealed and developed the mathematical creativity of students with prepare advanced research instruments.
