Kesalahan Konsep dan Prosedur Siswa dalam Menyelesaikan Soal Persamaan Ditinjau dari Gaya Berpikir

Muhammad Sa’duddien Khair, Subanji Subanji, Makbul Muksar

Abstract


Abstract: The purpose of this qualitative descriptive research is describing the errors of concepts and procedures by four different thinking styles students in solving equations problem. This research was conducted on 183 students from six classes of Mathematics and Natural Sciences program. Results showed that error of exponential concept and logarithm concept in all thinking styles, misconceptions of linear equations in three thinking styles and misconception of quadratic equations on one thinking style. Similarly, errors are found for procedures of integer count operation for each thinking style, variable permissive in three thinking styles and solving of exponent and logarithmic equations in one thinking style.

Abstrak: Tujuan penelitian deskriptif kualitatif ini adalah mendiskripsikan kesalahan konsep dan prosedur siswa empat gaya berpikir berbeda dalam menyelesaikan soal persamaan. Penelitian ini dilakukan terhadap 183 siswa dari enam kelas program Matematika dan Ilmu Pengetahuan Alam. Hasil penelitian menunjukkan bahwa ditemukan kesalahan konsep eksponensial dan konsep logaritma pada semua gaya berpikir, kesalahan konsep persamaan linear pada tiga gaya berpikir dan kesalahan konsep persamaan kuadrat pada satu gaya berpikir. Begitu pula ditemukan kesalahan prosedur operasi hitung bilangan bulat untuk setiap gaya berpikir, prosedur permisalan variabel pada tiga gaya berpikir dan prosedur penyelesaian persamaan eksponen dan logaritma pada satu gaya berpkir.


Keywords


misconceptions; procedural error; thinking style; kesalahan konsep; kesalahan prosedur; gaya berpikir

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References


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DOI: http://dx.doi.org/10.17977/jptpp.v3i5.11074

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JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


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