ANALISIS MISKONSEPSI PESERTA DIDIK KELAS VII PADA MATERI BILANGAN RASIONAL BERDASARKAN JAWABAN TES URAIAN

Oktri Khairani, Sri Yunita Ningsih

Sari


This study aims to analyze the misconceptions of seventh-grade students on rational numbers material based on essay test answers. The research employed a descriptive qualitative approach involving 32 seventh-grade students of MTs Nurul Falah Airmolek as research subjects. The instrument used was an essay test consisting of four questions designed based on indicators of conceptual understanding, namely restating concepts, classifying rational and irrational numbers, representing fractions into decimals, and applying rational number operations in contextual problems. Data were analyzed using the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. The results showed that students still experienced relatively high misconceptions in rational numbers material. The highest error percentage occurred in the indicator of applying rational number operations in contextual problems (68.75%). The most dominant type of misconception was Concept Errors (Co), with the highest percentage reaching 56.25%, indicating that most student errors were caused by a lack of conceptual understanding rather than procedural inaccuracy. These findings indicate that students’ understanding of rational numbers concepts is still not optimal. Therefore, more innovative and constructivist learning strategies emphasizing conceptual understanding, multiple mathematical representations, and contextual exercises are needed to minimize misconceptions.

Keywords: Misconception; Rational numbers; Essay test; Conceptual understanding.


Teks Lengkap:

PDF

Referensi


Afrianyah, E. A. (2012). Implementasi PMRI dalam materi sifat komutatif dan asosiatif pada bilangan bulat untuk level siswa SD/MI. Mosharafa: Jurnal Pendidikan Matematika, 1(2), 67-72. https://doi.org/10.31980/mosharafa.v1i2.238.

Afrianyah, E. A. (2015). Students’ misconception in decimal numbers. International Seminar on Mathematics, Science, and Computer Science Education, 45-52.

Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan. Bumi Aksara.

Buton, S., Loilatu, S. H., & Wagola, W. (2023). Analisis kesalahan siswa dalam menyelesaikan soal pemecahan masalah matematis berdasarkan teori Nolting siswa kelas VIII SMP Negeri 25 Buru. Journal on Education, 5(2), 4701–4707. https://doi.org/10.31004/joe.v5i2.1045.

Diana, N. (2024). Exploring students’ learning obstacles in understanding rational and irrational numbers: A qualitative study. International Journal of Advance Research in Mathematics Education, 2(2), 61–74. https://doi.org/10.56916/ijr.v2i2.2279.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Association Drive, Reston.

Pendidikan, B. S. N. (2006). Standar isi untuk satuan pendidikan dasar dan menengah. Badan Standar Nasional Pendidikan.

Rahmawati, N., Purwanto, P., & Hidayanto, E. (2020). Analisis kesalahan siswa dalam menyelesaikan soal cerita matematika pada materi bilangan rasional. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(2), 789–798. https://j-cup.org/index.php/cendekia.

Sari, D. P., & Nugroho, A. A. (2022). Analisis pemahaman konsep siswa SMP pada materi bilangan rasional dalam menyelesaikan masalah kontekstual. Jurnal Pendidikan Matematika Indonesia, 7(1), 15–24.

Sugiyono. (2019). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.

Suparno, P. (2013). Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Grasindo.

Tirosh, D., & Tsamir, P. (2024). Mis-out and mis-in examples: The case of rational numbers. International Journal of Science and Mathematics Education, 23, 617–637. https://doi.org/10.1007/s10763-024-10479-x.

Widjaja, W. (2023). Context-based mathematics instruction and students’ conceptual understanding in rational number operations. Journal of Mathematics Education Research, 15(2), 112–128.

Wulandari, R. (2023). Identifikasi miskonsepsi siswa pada materi bilangan rasional ditinjau dari kemampuan representasi matematis. Jurnal Elemen, 9(1), 102–114. https://doi.org/10.29408/jel.v9i1.




DOI: https://doi.org/10.33559/err.v5i3.3841

Refbacks

  • Saat ini tidak ada refbacks.


Anda Pengunjung Ke- Flag Counter