ANALISIS MISKONSEPSI SISWA KELAS VII DITINJAU DARI TEORI KONSTRUKTIVISME DAN GAYA BELAJAR PADA MATERI ALJABAR

• Main Author: Pepy Nurfianty, - (Author)
• Format: Book
• Published: 2022-01-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Abstrak. Kemampuan pemahaman konsep aljabar di tingkat SMP kelas VII sangat penting sebagai awal untuk pemahaman konsep aljabar pada jenjang selanjutnya. Akan tetapi fakta di lapangan menunjukkan bahwa masih banyak siswa yang mengalami miskonsepsi pada konsep aljabar di kelas VII. Penelitian ini bertujuan untuk menganalisis miskonsepsi yang dialami siswa pada konsep aljabar kelas VII ditinjau dari teori konstruktivisme dan gaya belajar. Dalam penelitian ini digunakan pendekatan kualitatif dan metode penelitian studi kasus. Pengumpulan data dilakukan dengan menggunakan tes pemahaman konsep aljabar yang dilengkapi dengan kriteria Certainly of Response Index (CRI), angket penggolongan gaya belajar, dan wawancara berdasarkan prinsip konstruktivisme. Penelitian dilaksanakan pada salah satu SMP swasta di Kota Bandung tahun ajaran 2020/2021 dengan subjek sebanyak 28 siswa. Hasil penelitian ini menunjukkan bahwa: (a) Miskonsepsi siswa pada konsep aljabar meliputi: miskonsepsi pada bidang aritmetika, variabel, ekspresi aljabar, dan matematisasi; (b) Miskonsepsi siswa pada konsep aljabar ditinjau dari teori kontruktivisme terdiri atas 2 faktor, yaitu faktor internal dan faktor eksternal; (c) Miskonsepsi siswa yang memiliki gaya belajar visual mengalami miskonsepsi klasifikasional yang meliputi: kesalahan menyebutkan letak konstanta, variabel, dan koefisien serta kesalahan menuliskan pemisalan variabel, dan miskonsepsi korelasional yang meliputi: kesalahan membuat model matematika aljabar dari soal cerita; (d) Miskonsepsi siswa yang memiliki gaya belajar auditorial mengalami miskonsepsi klasifikasional yang meliputi: kesalahan menuliskan pemisalan variabel serta melakukan kesalahan memberikan kesimpulan jawaban, dan miskonsepsi korelasional yang meliputi: kesalahan pada operasi hitung aljabar; (e) Miskonsepsi siswa yang memiliki gaya belajar kinestetik mengalami miskonsepsi klasifikasional yang meliputi: kesalahan menuliskan pemisalan variabel serta melakukan kesalahan memberikan kesimpulan jawaban, dan miskonsepsi korelasional yang meliputi: kesalahan pada operasi hitung aljabar serta kesalahan membuat model matematika aljabar dari soal cerita. Kata Kunci: Miskonsepsi Aljabar, Teori Konstruktivisme, Gaya Belajar. Abstract. The ability to understand algebraic concepts at the 7th grade junior high school level is very important as a starting point for understanding algebraic concepts at the next level. However, the facts on the ground show that there are still many students who have misconceptions about algebraic concepts in grade VII. This study aims to analyze the misconceptions experienced by students in the concept of algebra for class VII in terms of constructivism theory and learning styles. In this study, a qualitative approach and case study research methods were used. Data was collected using an understanding test of algebraic concepts equipped with the Certainty of Response Index (CRI) criteria, questionnaires for classifying learning styles, and interviews based on constructivism principles. The research was carried out at a private junior high school in Bandung City for the 2020/2021 academic year with 28 students as subjects. The results of this study indicate that: (a) Students' misconceptions about algebraic concepts include: misconceptions in the fields of arithmetic, variables, algebraic expressions, and mathematization; (b) Students' misconceptions on the concept of algebra in terms of constructivism theory consist of 2 factors, namely internal factors and external factors; (c) The misconceptions of students who have a visual learning style experience classificational misconceptions which include: errors in mentioning the location of constants, variables, and coefficients as well as errors in writing the example of variables, and correlational misconceptions which include: errors in making algebraic mathematical models from story problems; (d) The misconceptions of students who have an auditory learning style experience classificational misconceptions which include: writing errors in exemplifying variables and making mistakes in providing answer conclusions, and correlational misconceptions which include: errors in algebraic arithmetic operations; (e) The misconceptions of students who have a kinesthetic learning style experience classificational misconceptions which include: writing errors in exemplifying variables and making mistakes in providing answer conclusions, and correlational misconceptions which include: errors in algebraic arithmetic operations and errors in making algebraic mathematical models from word problems. Keywords: Misconception on Algebra, Constructivism Theory, Learning Style.

Item Description

http://repository.upi.edu/71994/1/T_MTK_1802807_Title.pdf
http://repository.upi.edu/71994/3/T_MTK_1802807_Chapter1.pdf
http://repository.upi.edu/71994/4/T_MTK_1802807_Chapter2.pdf
http://repository.upi.edu/71994/5/T_MTK_1802807_Chapter3.pdf
http://repository.upi.edu/71994/6/T_MTK_1802807_Chapter4.pdf
http://repository.upi.edu/71994/7/T_MTK_1802807_Chapter5.pdf
http://repository.upi.edu/71994/2/T_MTK_1802807_Appendix.pdf