Students’ Misconceptions on Properties of Rectangles

Ningrum, Rohima Wahyu; Yulianti, M; Helingo, D. D. Z.; Budiarto, Mega Teguh

doi:10.1088/1742-6596/947/1/012018

Cited by 3 publications

(5 citation statements)

References 3 publications

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“…Seperti menentukan ruas garis yang sama panjang, atau membuat symbol ruas garis yang benar, serta menentukan sudut yang sehadap atau sama besar. Hal ini sejalan dengan penelitian Ningrum dan Budiarto (2016), yang menemukan bahwa siswa mengalami miskonsepsi pada sifat-sifat bangun datar segiempat yang terfokus pada persegipanjang, R W Ningrum et al (2018), tentang Students' misconceptions on Properties of Rectangles, dan Budiarto, dkk (2020), misconceptions lies in the concept of the properties of a rectangular flat shape especially rectangular.…”

Section: Pembahasanunclassified

“…Selain itu siswa juga tidak bisa memahami definisi jajargenjang dengan tepat. Hal ini sejalan dengan penelitian Ozerem (2012), one of the students' misconceptions namely the lack of understanding of the properties of recatangular flat figure, Ningrum dan Budiarto (2016), yang menemukan bahwa siswa menganggap segiempat itu selalu dalam bentuk beraturan saja, R W Ningrum et al (2018), tentang Students' misconceptions on Properties of Rectangles, dan Budiarto, dkk (2020), misconceptions lies in the concept of the properties of a rectangular flat shape especially rectangular. Penyebab miskonsepsi yang terjadi adalah kemampuan memahami konsep dan gambaran yang diberikan pada soal.…”

Section: Pembahasanunclassified

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Miskonsepsi Siswa SMP Dalam Memahami Ciri-ciri Bangun Segi Empat

Agustyarini,

Ningrum

2023

CJoTL

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In this study, this qualitative research aimed to describe the misconceptions students of junior high school in understanding characteristics of quadrilateral plane figure. The misconceptions instrument were administered to three students in 8th grade of junior high school. Students understanding were analyzed by misconceptions test with CRI (Certainty of Response Index) method with interviews. The misconceptions in understanding the characteristics of quadrilateral plane figure (trapezoid and parallelogram) were the main result of this study. Students showed the same misconceptions in understanding the characteristics of quadrilateral plane figure. The first, Students assumed the diagonal trapezoid isosceles is the only a pairs of same length segment. The second, students only known the parallelogram and rectangle shape are in the regular quadrilateral shape (if the parallelogram and rectangle has different position or irregular shape then it is no called a quadrilateral). In particular, the results indicated that the students had misconceptions in understanding characteristics of quadrilateral plane figure. The misconception occurs because the ability of student understanding is low or incomplete. So, the teacher should gave more problem and images for understanding the characteristics of plane figure.

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Section: Pembahasanunclassified

Miskonsepsi Siswa SMP Dalam Memahami Ciri-ciri Bangun Segi Empat

Agustyarini,

Ningrum

2023

CJoTL

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“…Misapprehension emerges after a misunderstanding of some statement. It emerged from the notion of knowing something before and made it correct again after using reasoning, culture, tradition, and other factors (Ningrum et al, 2018). This misunderstanding will eventually cause difficulties in students' logical understanding of things -if not determined at early stages; for instance, students who describe the equal sign as a function have trouble answering related algebraic problems.…”

Section: Misapprehension Of Equal Signsmentioning

confidence: 99%

Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

Wardat¹,

Jarrah²,

Stoica³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

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“…Luneta (2015) concluded that the majority of the students in the 12th grade were in second level of van Hiele geometry thinking model. Ningrum, Yulianti, Helingo and Budiarto (2018) indicated that 8th grade students had misconceptions in understanding the properties of rectangles. Students thought that rectangles were always regularly shaped.…”

Section: İntroductionmentioning

confidence: 99%

“…Students thought that rectangles were always regularly shaped. They assume that the rectangle was always in the same position and has the same shape as any other rectangle (Ningrum et al 2018;Ryan & Williams, 2007). In the study of Ubuz (1999) in the 10th and 11th grades, the biggest reason for the mistakes of the students was that the visuality level was not fully formed in the Van Hiele geometry thinking model.…”

Section: İntroductionmentioning

confidence: 99%

Examination of 4th Grade Students' Definitions for Square, Rectangle and Triangle Geometric Shapes

Altıparmak¹,

Gürcan²

2021

eqr

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The aim of this study is to obtain information about students' definitions, mistakes, misconceptions, and van Hiele geometry thinking levels by using the definitions of 4th grade students for geometric shapes of rectangle, square, isosceles triangle, equilateral triangle, and scalene triangle. The study was carried out with 156 primary school 4th grade students. In the study, the case design, one of the qualitative methods, was used. Students were asked to describe geometric shapes. It was observed that most of the 4th grade students participating in the study were in the visualization stage of van Hiele. There are very few definitions of the hierarchical structure in the study. Most correct definitions are in the partitional form. In the study, misconceptions were detected in some of the students.

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Students’ Misconceptions on Properties of Rectangles

Cited by 3 publications

References 3 publications

Miskonsepsi Siswa SMP Dalam Memahami Ciri-ciri Bangun Segi Empat

Miskonsepsi Siswa SMP Dalam Memahami Ciri-ciri Bangun Segi Empat

Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

Examination of 4th Grade Students' Definitions for Square, Rectangle and Triangle Geometric Shapes

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