Vol 9 No 1 - February 2017

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International
Journal of
Humanities &
Social Sciences
Vol. 9 , No. 1
IJHSS.NET
e-ISSN: 1694-2639
p-ISSN: 1694-2620
February 2017

Vol 9, No 1 - February 2017
Table of Contents
Pokémon Go Players’ Perceptions on Twitter 1
Yoonsin Oh, Ph.D., Gracia R. Clark and Allison C. Brunett
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
9
Tipparat Sittiwong
Errors analysis solving problems analogies by Newman procedure using
analogical reasoning
17
Kristayulita Saleh, Ipung Yuwono, Abdur Rahman As’ari and
Cholis Sa’dijah
AAJHSS.ORG

1 http://aajhss.org/index.php/ijhss
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 in-

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 12th-
18th 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.

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 Pokémon 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.

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

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

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

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.
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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 semi-
structured 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

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

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.
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
Diagram showing the process of logistics and supply chain curriculum development
Step 1
Study and analyse
data
Basis for drafting
the logistics and
supply chain
course
Interviews
Study tools
Step 2
Draft Curriculum
Draft of the course
for secondary level
- Course Structure
- Course Description
- purpose
- Lessons
- The planning of activities for
teaching.
- Assessment and Evaluation
Components of the draft
curriculum
Step 3
Evaluating the draft
course
Tools for
evaluating the draft
course for
secondary level
1. Evaluation form for the
appropriateness of the course
2. Evaluation form for the
consistency of the course
Evaluation tools for the draft
curriculum
Step 4
Course trial
implementation
-Implementation of the
course according to
plan
-Data collection
Evaluation tools for learning
management
Evaluation forms for the
management planning
Step 5
Course/Program
Evaluation
Logistics course for
secondary level
with quality
Students’ Achievement
Test
Evaluation form for
Satisfaction Level
Tools examining the quality of the
course
Figure 1

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.
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 post-
test 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,
Figure 2. The second component of the development of logistics
and supply chain curriculum

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

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.

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.
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p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9 No. 1, pp. 17-26, ©IJHSS
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),

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).

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.

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.

Materials
Research instrument is problems analogies (source problems and target problems). Problem
analogies provided are are “Find a solution to 𝑥2
+ 5𝑥 + 6 = 0” (source problem) and “Find a
solution to cos2
2𝑥 + 6 sin 𝑥 + 7 = 0” (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 𝑥 = 𝑎 and sin 𝑥 = 𝑏, thereby forming
the equation 2𝑎 + 6𝑏 + 7 = 0. Furthermore, students cos 2𝑥 = 2𝑎.
(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 2𝑥. Students write other
forms of cos 2𝑥 = sin2
𝑥 + 1. Errors that appear here are errors on the “+”which should “”.
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 2𝑥 = 1 − 2sin2
𝑥 so that the student can’t to solving the target
problem.

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).

Figura 5 Skill process errors
Based on Figura 5, students can write other forms of cos 2𝑥 = 1 − 2 sin2
𝑥 there by
forming quadratic equation 2 sin2
𝑥 − 6 sin 𝑥 − 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 𝑥.
From the results of the students' answers, the students do not form trigonometric
equations in the general form quadratic equation 𝑎𝑥2
+ 𝑏𝑥 + 𝑐 = 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 𝑥 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 𝑥 =
−3.
Careless Errors
Students perform such carelessness equating equation 1 − 2 sin 𝑥 × sin 𝑥 + 6 sin 𝑥 = −7 with
× sin 𝑥 + 4 sin 𝑥 = −7, cos 2𝑥 equal sin2
𝑥 + 1, sin2
𝑥 written 2sin2
𝑥, summing −2 sin 𝑥 in
−2 sin 𝑥 × sin 𝑥 with 6 sin 𝑥 to be 4 sin 𝑥, etc (see Figura 7(a) & 7(b)).

(a) (b)
Figura 7 (a) & (b) Careless errors
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 2𝑥 = 1 − 2sin2
𝑥 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 𝑥 ×
sin 𝑥 + 6 sin 𝑥 = −7 with × sin 𝑥 + 4 sin 𝑥 = −7, cos 2𝑥 equal sin2
𝑥 + 1, sin2
𝑥
written 2sin2
𝑥, summing −2 sin 𝑥 in −2 sin 𝑥 × sin 𝑥 with 6 sin 𝑥 to be 4 sin 𝑥, etc.

2. Concept material has similarities with problems analogies that is being done needs to be
given greater depth in previous learning process.
3. 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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