MISKONSEPSI SISWA SMP DALAM MEMAHAMI KONSEP BANGUN DATAR

  • Rafik Asril Pascasarjana Pendidikan Matematika, Universitas Muhammadiyah Malang
  • Agustin Fatmawati Program Studi Pendidikan Matematika, Universitas Muhammadiyah Kupang
Keywords: alternative solution misconception, two-dimentional figure

Abstract

The purpose of this study is to describe the misconceptions of flat shapes experienced by students at the elementary school level and provide alternative solutions to understand students' concepts of flat shapes. The method used is a literacy study by referring to sources such as books, articles, and journals. The results obtained regarding students' misconceptions about the concept of flat shapes are 1) there is no difference between concepts and numbers; 2) value of = 22/7 ; 3) parallelograms, rhombuses and squares are not rectangles. Alternative solutions offered to understand students about the concept of flat shapes include 1) re-explaining or re-explaining part of each concept or procedure; 2) problem student thinking or asking students to explain how they solve problems; 3) cognitive conflict, namely managing mathematics learning situations that allow elementary school students to identify conflicting mathematical principles between the original answers and students' answers.

References

Alex, J. K., Mammen, K. J., Alex, J. K., & Mammen, K. J. (2012). A Survey of South African Grade 10 Learners ’ Geometric Thinking Levels in Terms of the Van Hiele Theory A Survey of South African Grade 10 Learners ’ Geometric Thinking Levels in Terms of the Van Hiele Theory. Anthropologist, 14(2).
Chick, H. L., & Baker, M. K. (2005). Investigating Teachers ’ Responses to Student Misconceptions. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 2, 249–256.
Dzulfikar, A., & Vitantri, C. A. (2017). Miskonsepsi Matematika pada Guru Sekolah Dasar. Suska Journal of Mathematics Education, 3(1), 41–48.
Kristiana, A., Utami, D., & Pramudya, I. (2017). Analysis of Junio r High School Students ’ Difficu lty in Resolving Rectangular Conceptual Problems. 4th ICRIEMS, 8, 2–8.
Mawaddah, S., & Maryanti, R. (2016). Kemampuan Pemahaman Konsep Matematis Siswa SMP dalam Pembelajaran Menggunakan Model Penemuan Terbimbing (Discovery Learning). Jurnal Pendidikan Matematika, 4(1), 76–85.
Novikasari, I. (2017). Factors Affecting the Development of Mathematical Knowledge for Teaching and Mathematical Beliefs of Prospective Primary Teachers. International Electronic Journal Of Mathematics Education, 12(3), 243–264.
Özerem, A. (2012). Misconceptions in Geometry and Suggested Solutions for Seventh Grade Students. International Journal of New Trends in Arts, Sports & Science Education -, 1(4), 23–35.
Series, C. (2018). Students ’ thinking process in solving mathematical problems based on the levels of mathematical ability Students ’ thinking process in solving mathematical problems based on the levels of mathematical ability.
Soviawati, E. (2011). Pendekatan Matematika Realistik (PMR) untuk Meningkatkan Kemampuan Berfikir Siswa di Tingkat Sekolah Dasar. Edisi Khusus, (2), 79–85.
Published
2021-09-30
How to Cite
Asril, R., & Fatmawati, A. (2021). MISKONSEPSI SISWA SMP DALAM MEMAHAMI KONSEP BANGUN DATAR. MEGA: Jurnal Pendidikan Matematika , 2(2), 53-61. Retrieved from https://e-journal.unmuhkupang.ac.id/index.php/mega/article/view/496
Section
Articles