Misconceptions of senior high school students in solving high-order thinking skills questions

Abstract

In the 21th century, the progress of learning mathematics requires students to have high-order thinking skills. In the class, it can be seen that the students high-order thinking skills are still low, which is addressed through the student’s difficulties in solving high-order thinking skills questions. One way to find student difficulties is to first analyze the form of misconceptions that students experience when solving high-order thinking skills questions. When the form of misconception can be explained, solutions to develop student’s high-order thinking skills will be found. The purpose of this research is to develop high-order thinking skills questions that can diagnose the misconceptions experienced by high school students and to determine the forms of misconceptions high school students in solving high-order thinking skills questions. The form of misconception that is the core of this research is viewed from the learning process of mathematics in the classroom and the ability to solve high-order thinking skills questions. The research method used in this research is qualitative research methods. Research subjects in this study were several high school students in Cirebon. This study uses four high-order thinking skill questions that have been validated by CVR and CVI. This study succeeded in revealing that many students experienced theoretical misconceptions which in students having difficulty changing problems into simpler forms of mathematics. Classification and correlational misconceptions become factors inhibiting students in developing their creating skills. The misconceptions found can be used as a reference for teachers and other researchers in developing mathematics learning based on the abilities and potential of students.

The Profile of Misconceptions Using Three Tier Diagnostic Test on Dynamic Fluid

“…Students misunderstand, analyze, and implement concepts, causing misconceptions [56]. Students solve problems using a mathematical logic approach incorrectly [57]. If this diagnostic test is not carried out before or after learning activities, students will experience continuous misconceptions [58].…”