Miskonsepsi pada Materi Aljabar Siswa Kelas VIII SMP

Azis, Najmawati; Tahmir, Suradi; Minggi, Ilham

doi:10.35580/imed15329

Cited by 1 publication

(2 citation statements)

References 6 publications

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“…This was because S1 was less thorough in making additions. This is in line with the opinion of [9], who said that the misconception of calculation is an inaccurate understanding of the concept of calculation and the use of incorrect calculation concepts, such as errors in adding up. Subject 2 with a high mathematical ability, also experienced a calculation misconception in question 4.…”

Section: Discussionsupporting

confidence: 82%

“…According to [8], student learning outcomes can be used to illustrate how much knowledge students can master after the learning process takes place. According to [9], the misconceptions that occur in students consist of several forms, namely, notational misconceptions, generalizing misconceptions, and calculation misconceptions. Notational misconceptions are errors in using symbols, such as ignoring a sign.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Students’ Misconseptions in Addition and Subtraction Material

Yuliarni,

Hidayati

2023

Advances in Social Science, Education and Humanities Research

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Backgrounds: Understanding mathematical concepts is significant and influences students in working on various problems. Understanding the picture is the basis that needs to be achieved to make it easier for students to proceed to the next level of understanding. When students understand a concept, they will be able to remember the Mathematicss lessons they have learned in the long term. Understanding the wrong concept can lead to misconceptions in students. Fantasies that are not immediately corrected can result in low student learning outcomes.Methods: This study used a qualitative approach. The subjects in this study were six grade 1 student at SDN Soko 2, Indonesia. The data collection techniques in this study were observation, tests, and interviews. Data analysis was data reduction, data presentation, and conclusion. The validity of the data was done by triangulation of sources and techniques. Results: The results of this study were six students of SDN Soko 2 experiencing frequent misconceptions, calculation misconceptions, and language misconceptions. Students with high mathematical ability experience the most minor misconceptions: calculation misconceptions. Students with mathematical abilities are experiencing two misconceptions, namely calculation, and systematics. Students with low mathematical ability experience the most misconceptions, namely systematic, Mathematics, and language misconceptions. Implications: Teachers are expected to be more creative in developing engaging learning for students to reduce the occurrence of misconceptions and motivate students to be enthusiastic about participating in education. For students to study harder and not be lazy, and for parents to always pay attention and guide their children when looking at a home.Novelty: This study revealed several types of misconceptions that occur in grade 1 students of SDN Soko 2 based on the level of students' mathematical abilities.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%