Misconception in Exponential Numbers in IST and IIND Level Primary School Mathematics

Özkan, Erdoğan Mehmet; Özkan, Ayten

doi:10.1016/j.sbspro.2012.05.069

Cited by 11 publications

(9 citation statements)

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“…Miskonsepsi adalah salah konsep atau kesalahan dalam mengasumsikan suatu konsep secara berulang sehingga menjadi kebiasaan (Ozkan & Ozkan, 2012). Miskonsepsi muncul ketika siswa gagal menghubungkan pengetahuan baru dengan pengetahuan sebelumnya (Russel, O'Dwyer & Miranda, 2009).…”

Section: Pendahuluanunclassified

Miskonsepsi pada Materi Aljabar Siswa Kelas VIII SMP

2020

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Penelitian bertujuan untuk mendeskripsikan miskonsepsi siswa kelas VIII dalam menyelesaikan soal pada materi aljabar. Untuk mengidentifikasi terjadinya miskonsepsi dalam penelitian ini, menggunakan CRI (Certaninty of Respon Index) yaitu ukuran tingkat keyakinan/kepastian reposnden dalam menjawab setiap soal yang diberikan. Teknik pengumpulan data yang digunakan yaitu tes diagnostik yang dilengkapi dengan kriteria CRI dan wawancara. Hasil penelitian menyimpulkan bahwa beberapa jenis miskonsepsi yang teridentifikasi adalah (1) Siswa mengalami miskonsepsi konsep terkait definisi variabel dan koefisien, (2) Siswa mengalami miskonsepsi hitung terkait pengoperasian suku-suku sejenis, (3) Siswa mengalami miskonsepsi tanda terkait konstanta, dan (4) Siswa mengalami miskonsepsi terjemahan terkiat koefisien. Kata Kunci: miskonsepsi, kosep pada materi aljabar, metode CRI This research aimed to describe the misconception of class VIII students to solving questions in algebra material. To identify the occurrence of misconceptions in this study, using CRI (Certaninty of Respon Index) was a measure the level of confidence / certainty of respondent in answering each question (problem) given. The instrument data collection technique used was a diagnostic test with CRI criteria and interview. The research result concluded that several types of misconception indetified were (1) Student experienced concept misconception related to definition of variableand coefficient, (2) Student experienced count misconception related to the operation of like terms, (3) Student experienced sign misconception related to constant and (4) Student experienced translation misconception related to coefficient. Keywords: misconception, concepts on algebra material, CRI method

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Section: Pendahuluanunclassified

Miskonsepsi pada Materi Aljabar Siswa Kelas VIII SMP

2020

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“…Integral is one topic that is considered difficult by students, and students often experience misconceptions about this topic (Tarmizi, 2010). Even if students experience misconceptions on a topic, students may have difficulty in understanding the concept as a whole (Ozkan & Ozkan, 2012). By finding the misconceptions that occur in an integral topic will make it easier for teachers to find difficulties experienced by students, so they can immediately provide appropriate assistance.…”

Section: Resultsmentioning

confidence: 99%

Identification of Students' Misconceptions on Integral Topic Using a Four-Tier Diagnostic Test

Rahmawati

Pamungkas

Ardianto

et al. 2020

MaPan

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Abstract:Every student has a different ability to understand mathematical concepts, thus affecting the students' misconceptions. The research aims to identify the misconceptions using a four-tier diagnostics test method in integral topic. This research uses the qualitative method with study case strategy. The data are obtained from the four-tier diagnostic test on the integral topic. The subjects in this research are XII grade students at MAN Kota Magelang. The research results show that students' misconceptions divided into several categories of misconceptions, namely misconceptions, did not understand concepts, understood some concepts, understood concepts, and were undefined. The cause of students experiencing misconceptions on integral topics is that there are too many formulas to be memorized by students, and teacher learning methods are less attractive to students' learning interests on integral topics.Abstrak:Setiap siswa memiliki kemampuan berbeda untuk memahami konsep matematika, sehingga memengaruhi kesalahpahaman pada siswa. Penelitian ini bertujuan untuk mengidentifikasi kesalahpahaman dengan metode uji diagnostik empat-tingkat dalam materi integral. Penelitian ini menggunakan metode kualitatif dengan strategi studi kasus. Data diperoleh dari uji diagnostik empat-tingkat pada materi integral. Subjek penelitian ini adalah siswa kelas XII di MAN Kota Magelang. Hasil penelitian menunjukkan bahwa beberapa kategori kesalahpahaman, yaitu kesalahpahaman, tidak memahami konsep, memahami beberapa konsep, memahami konsep, dan tidak terdefinisi. Penyebab siswa mengalami kesalahpahaman tentang materi integral adalah bahwa ada banyak rumus yang harus dihafal oleh siswa dan metode pembelajaran guru kurang menarik bagi minat belajar siswa pada materi integral.

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“…At the same time, students should be able to think systematically to solve problems. Teachers also face problems related to a concept or skill in mathematics (Luneta & Giannakopoulos, 2019) where this lack of knowledge plays an important role in misconceptions (Ozkan & Ozkan, 2012). Many studies in the mathematics education field explain that misconceptions are like "snowballs" (Makonye & Luneta, 2014).…”

Section: Introductionmentioning

confidence: 99%

A systematic review on pupils’ misconceptions and errors in trigonometry

Hamzah

Maat²,

Ikhsan³

2021

pegegog

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Systematic literature review (SLR) relies on a thorough and auditable methodology to reduce bias and ensure high reliability. This bias can be reduced through four main processes namely identification, screening, eligibility and inclusion. The SLRs discussed in this article are related to Pupils' misconceptions and errors in trigonometry. The articles used in this review were accessed from January 2011 to January 2021. Five databases were used to screen past study articles, namely Scopus, ERIC, Dimensions, Web of Science (WoS), and Google Scholar. The systematic literature review procedure included search strategies, selection criteria, selection process, data collection, and data analysis. A total of 26 articles were identified through set criteria such as year of publication and type of language. The study found articles that determine the misconceptions in trigonometry and ways to eliminate them. The findings also discovered that learning trigonometry using manipulative materials and digital form software could eliminate misconceptions. Therefore, further research is needed and more general keywords should be used to identify the appropriate methods in determining and eliminating misconceptions in learning trigonometric components.

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Misconception in Exponential Numbers in IST and IIND Level Primary School Mathematics

Cited by 11 publications

References 1 publication

Miskonsepsi pada Materi Aljabar Siswa Kelas VIII SMP

Miskonsepsi pada Materi Aljabar Siswa Kelas VIII SMP

Identification of Students' Misconceptions on Integral Topic Using a Four-Tier Diagnostic Test

A systematic review on pupils’ misconceptions and errors in trigonometry

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