ANALISIS MISKONSEPSI MATEMATIKA PESERTA DIDIK PADA MATERI PEMBAGIAN DI SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v9i1.11385Keywords:
Misconception, Division, Elementary schoolAbstract
Students are said to be able to understand the mathematical concepts they have studied when they are able to relate one concept to other concepts. However, in fact, there are still many students who misunderstand mathematical concepts, one of which is the concept of division. This is said to be a mathematical misconception. Mathematics misconceptions also occur in one of the elementary schools in Cikande District. Thus, the aim of this research is to analyze the misconceptions experienced by these students regarding the distribution material, causes and solutions for handling them. This research uses descriptive research methods in the form of case study research. The subject of this research was a class IV student at UPT SDN Maja, Cikande District. The data collection techniques used were interviews and written tests. The analysis technique used in this research is the qualitative analysis technique according to Miles and Huberman which includes data reduction, data display, and conclusion. The research results showed that these students experienced three mathematical misconceptions, namely conceptual misconceptions, systematic misconceptions and arithmetic misconceptions. This misconception occurs due to students not paying attention when the teacher explains the division material. Thus, the solution used to deal with this problem is to use concrete teaching aids and explain the concept of division through simple stories that are easy for students to understand.Downloads
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