ANALISIS MISKONSEPSI PEMAHAMAN SISWA DALAM MEMAKNAI SIMBOL PADA OPERASI BILANGAN BULAT DI SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i2.51136Keywords:
misconceptions, mathematical symbols, integer operations, conceptual understanding, elementary schoolAbstract
Understanding mathematical symbols is an important aspect in learning mathematics because symbols are used to represent concepts, operations, and relationships between numbers. However, many students still experience misconceptions in interpreting mathematical symbols, which have the potential to hinder the understanding of more complex concepts. This study aims to analyze the types of misconceptions experienced by students in understanding mathematical symbols (=, ≠, <, >, +, −, ×, ÷) and positive and negative number signs in integer material, and to identify the factors that influence the occurrence of these misconceptions. The study used a qualitative descriptive approach with subjects of grade V students of SDN Gajahmungkur 04. Data were collected through diagnostic tests, student interviews, and teacher interviews. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study showed that students experienced misconceptions in interpreting relational symbols and mathematical operation symbols. The misconceptions found included understanding the equal sign as the final result of operations, errors in differentiating comparison symbols, and errors in interpreting positive and negative signs. The factors causing misconceptions come from internal and external factors, such as students' inaccurate prior knowledge, difficulty understanding abstract concepts, and learning processes that emphasize procedures rather than understanding concepts.
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