Keywords
Misconception, Limit Function, Mathematics learning
Document Type
Article
Abstract
This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.
Page Range
120-127
Issue
1
Volume
4
Digital Object Identifier (DOI)
10.21831/jrpm.v4i1.12060
Source
https://journal.uny.ac.id/index.php/jrpm/article/view/12060
Recommended Citation
Winarso, W., & Toheri, T. (2017). A case study of misconceptions students in the learning of mathematics; The concept limit function in high school. Jurnal Riset Pendidikan Matematika, 4(1), 120-127. https://doi.org/10.21831/jrpm.v4i1.12060
References
Abidin, Z. (2012). Analisis kesalahan mahasiswa prodi pendidikan matematika fakultas tarbiyah IAIN Ar-Raniry dalam mata kuliah trigonometri dan kalkulus 1. Jurnal Ilmiah Didaktika, 13(1). Retrieved from http://jurnal.ar-raniry.ac.id/index.php/didaktika/article/view/472/381
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. http://doi.org/10.3316/QRJ0902027
Earl, L. M. (2004). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Farida, A. (2016). Analisis miskonsepsi siswa terhadap simbol dan istilah matematika pada konsep hubungan bangun datar segiempat melalui permainan dengan alat peraga (SD Muhammadiyah 1 Surakarta). In Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya. Surakarta: Universitas Muhammadiyah Surakarta. Retrieved from https://publikasiilmiah.ums.ac.id/handle/11617/6968
Inayah, I. (2003). Studi miskonsepsi pembelasaran kimia siswa kelas II semester gasal MAN Yogyakarta I tahun maran 2002/2003. UIN Sunan Kalijaga Yogyakarta. Retrieved from http://digilib.uin-suka.ac.id/9487/
Irawan, E., Riyadi, R., & Triyanto, T. (2012). Analisis miskonsepsi mahasiswa STKIP PGRI Pacitan pada mata kuliah pengantar dasar matematika pokok bahasan logika ditinjau dari gaya kognitif mahasiswa. JMEE, 2(1). Retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/jmme/article/view/9078/6749
Isrotun, U. (2013). Peningkatan pemahaman konsep matematika melalui penerapan pembelajaran realistik (PTK pada siswa kelas VIII H semester genap MTs Negeri Surakarta II. Universitas Muhammadiyah Surakarta. Retrieved from http://eprints.ums.ac.id/27932/15/NASKAH_PUBLIKASI.pdf
Jordaan, T. (2009). Misconceptions of the limit concept in a mathematics course for engineering students. University of South Africa. Retrieved from http://www.dissertation.com/abstracts/1477435
Larson, R., & Edwards, B. H. (2013). Calculus. Brooks Cole.
Lerner, J. W. (2003). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston, MA: Houghton Mifflin.
Lestari, D. P., Triyono, T., & Joharman, J. (2012). Deskripsi kesulitan belajar pada operasi penjumlahan dengan teknik menyimpan siswa kelas I SD N 3 Panjer Kecamatan Kebumen tahun ajaran 2011/2012. KALAM CENDEKIA PGSD KEBUMEN, 1(2). Retrieved from http://jurnal.fkip.uns.ac.id/index.php/pgsdkebumen/article/view/304
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Los Angeles: Sage.
Rittle-Johnson, B., Siegler, R. R., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362. Retrieved from http://www.psy.cmu.edu/~siegler/r-jhnsn-etal-01.pdf
Suprapto, S. (2013). Analisis miskonsepsi siswa kelas VII SMP Negeri 1 Jatiyoso tahun ajaran 2012/2013 pada pembelajaran matematika materi pokok segitiga. Universitas Muhammadiyah Surakarta. Retrieved from http://eprints.ums.ac.id/27705/1/pendahuluan.pdf