MISKONSEPSI DALAM PEMBELAJARAN MATEMATIKA DAN CARA MENGATASINYA

Abstract

Before participating in formal mathematics lessons, students often already have prior knowledge (preconceptions) about the concepts to be studied. This initial knowledge is formed from the results of student interaction with the surrounding environment. The initial knowledge that students have is not always true.  In studying mathematical concepts, students' interpretations (conceptions) of the concepts that are being learned can vary from one student to another. If the student's conception of a particular concept is contrary to the actual concept, then the student can be categorized to have a misconception. In an effort to help overcome misconceptions, it is necessary to look at the main reasons why students have misconceptions, then just look for a suitable method. Several efforts to help overcome misconceptions mostly emphasize teaching and learning activities which can create cognitive conflicts that make students aware that the concepts they have are not appropriate so students are challenged to change them.