TARYA CHRISTMAS BR NABABAN, DEVY (2024) ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN MASALAH ALJABAR DITINJAU DARI GAYA BELAJAR. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This research is motivated by the many errors experienced by class VII students of SMP 13 Serang City in solving algebra problems and learning styles which are sometimes things that can make it easier for students to understand the material, but in reality currently learning styles have not received more attention from educators. Therefore, it was carried out with the aim of describing students' misconceptions in solving algebra problems in terms of learning styles, knowing the causal factors and how to overcome students' misconceptions in solving algebra problems in terms of learning styles. This type of research is qualitative descriptive research with the research subjects being 6 class VII students of SMPN 13 Serang City based on the VAK learning style. The instruments used are a three tier diagnostic test, a non-test learning style questionnaire, and interviews. Checking the validity of the data was carried out by triangulating techniques and sources. Based on the research results, it was found that: (1) 30 class VII students of SMPN 1 Serang City experienced classification misconceptions in determining algebraic elements, correlation misconceptions in determining formulas, properties and arithmetic operations and theoretical misconceptions in defining terms in algebraic form, (2 ) Students with a visual learning style experience misconceptions about elements of algebraic forms, arithmetic operations of subtraction, addition, and algebraic multiplication, and defining the terms constant, coefficient, and term two. Students with an auditory learning style experience misconceptions about determining the elements of algebraic forms, algebraic subtraction and addition arithmetic operations, and defining algebraic equations. Students with a kinesthetic learning style experience misconceptions about algebraic elements, arithmetic operations, subtraction, addition, multiplication, algebraic division, and defining coefficients, constants and similar terms. (3) Factors causing misconceptions are preconceptions, associative thinking, incomplete reasoning, wrong intuition, fear of asking questions, and interest in learning. (4) The way to overcome misconceptions is by using interactive learning media, such as PowerPoint, games and interactive learning models.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini dilatarbelakangi oleh banyaknya kesalahan yang dialami siswa kelas VII SMP 13 Kota Serang dalam menyelesaikan masalah aljabar dan gaya belajar yang terkadang menjadi hal yang dapat memudahkan siswa dalam memahami materi, akan tetapi kenyataannya saat ini gaya belajar belum mendapat perhatian yang lebih dari pendidik. Maka dari itu, dilakukan dengan tujuan untuk mendeskripsikan miskonsepsi siswa dalam menyelesaikan masalah aljabar ditinjau dari gaya belajar, mengetahui faktor penyebab dan cara mengatasi miskonsepsi siswa dalam menyelesaikan masalah aljabar ditinjau dari gaya belajar. Jenis penelitian ini ialah penelitian deksriptif kualitatif dengan subjek penelitiannya ialah 6 siswa kelas VII SMPN 13 Kota Serang berdasarkan gaya belajar VAK. Instrumen yang digunakan ialah tes diagnostik three tier test, non tes angket gaya belajar, dan wawancara. Pengecekan keabsahan data dilakukan dengan triangulasi teknik dan sumber. Berdasarkan hasil penelitian diperoleh bahwa:(1) 30 siswa kelas VII SMPN 1 Kota Serang mengalami miskonsepsi klasifikasi dalam menentukan unsur-unsur aljabar, miskonsepsi korelasi dalam menentukan rumus, sifat, dan operasi hitung dan miskonsepsi teoritik dalam mendefinisikan istilah dalam bentuk aljabar, (2) Siswa dengan gaya belajar visual mengalami miskonsepsi unsur-unsur bentuk aljabar, operasi hitung pengurangan, penjumlahan, dan perkalian aljabar, dan mendefinisikan istilah konstanta, koefisien, dan suku dua. Siswa dengan gaya belajar auditorial mengalami miskonsepsi ;menentukan unsur-unsur bentuk aljabar, operasi hitung pengurangan dan penjumlahan aljabar, dan mendefinisikan persamaan aljabar. Siswa dengan gaya belajar kinestetik mengalami miskonsepsi unsur-unsur bentuk aljabar, operasi hitung pengurangan, penjumlahan , perkalian, pembagian aljabar, dan mendefinisikan koefisien, konstanta, dan suku sejenis. (3) Faktor penyebab miskonsepsi adalah prakonsepsi, pemikiran asosiatif, reasoning yang tidak lengkap, intuisi yang salah, ketakutan bertanya, dan minat belajar. (4) cara mengatasi miskonsepsi ialah dengan menggunakan media pembelajaran interaktif, seperti powerpoint, game, dan model pembelajaran interaktif. | |||||||||
| Uncontrolled Keywords: | Student Misconceptions, Algebra Problems, Learning Styles. Miskonsepsi Siswa, Masalah Aljabar, Gaya Belajar. | |||||||||
| Subjects: | L Education > L Education (General) L Education > LA History of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 84202-Jurusan Pendidikan Matematika |
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| Depositing User: | Ms Devy Devy Tarya Christmas Br Nababan | |||||||||
| Date Deposited: | 26 Mar 2024 14:27 | |||||||||
| Last Modified: | 16 Apr 2024 15:47 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/34403 |
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