ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI KPK DAN FPB MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI) DI SEKOLAH DASAR

Abstract

The misconception is a misunderstanding of a concept. Mathematical misconceptions need to be minimized because most mathematical concepts are interrelated. This research is descriptive qualitative research that aims to analyze students' misconceptions in solving the LCM (Lowest Common Multiple) and HCF (Highest Common Factor)  material questions using the Certainty of Response Index (CRI), describing the causes of misconceptions, and knowing efforts to minimize misconceptions. The research subjects were fourth grade student at SDN Sukadiri. Data collection techniques were essay tests and interviews, while the instruments used were diagnostic test questions accompanied by a CRI scale and interview guidelines. The data analysis of the essay test results was carried out by examining the students' answers and the CRI scale was given, while the interview data analysis was carried out by the stages of data reduction, data presentation, and concluding. The results showed that the percentage of students who experienced misconceptions was 27.7%. Misconceptions experienced by students were a misunderstanding of question commands, misconceptions on the concept of factors and multiples, misconceptions of multiplication and power count operations, misconceptions about determining LCM and HCF using prime factorization, misconceptions in understanding story problems related to LCM and HCF. The causes of misconceptions are learning methods, delivery of less than optimal material, wrong preconceptions, lack of thoroughness, lack of motivation to  online learning. Efforts that can be made to minimize misconceptions include learning through zoom meetings, sending learning videos, carrying out home visits, instilling perceptions, holding remedial and enrichment, holding group work activities.