: This study aims to determine (1) the results of students misconception analysis on mathematics subjects on the concept of geometry fields, (2) know the percentage of students who misconception on the concept of geometry using Three-Tier Test. Data collection testicles include interview guides and Three-Tier Test questions. Data analysis was done descriptively quantitative. The results showed that 24.1% of students mastered the concept, while the remaining 6.2% of students guessed or did not believe in the answers, 22.2% of students did not understand the concept and 47.5% of students experienced misconceptions. Students experiencing the lowest misconception on the subconscious solve the problem of triangle proposition and line segment 36,5% and the highest misconception experienced by the student on subconcept describes symmetry and angle 59,5%. While the sequence of the third category of misconception highest to lowest on the concept of Geometry Field that occurred is as follows: pure misconception (22%), false positive (17.9%), and false negative (7.6%).Keywords: misconception, three-tier test, false positive, false negative ANALISIS MISKONSEPSI SISWA PADA KONSEP GEOMETRI MENGGUNAKAN THREE-TIER DIAGNOSTIC TEST Abstrak : Penelitian ini bertujuan untuk mengetahui: (1) hasil analisis miskonsepsi siswa pada mata pelajaran matematika pada konsep geometri bidang, dan (2) mengetahui besar persentase siswa yang mengalami miskonsepsi pada konsep geometri bidang menggunakan Three-Tier Test. Subjek penelitian adalah siswa SMA MIPA kelas X sejumlah 43 orang. Insrumen pengumpulan data meliputi pedoman wawancara dan soal Three-Tier Test. Analisis data dilakukan dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 24,1% siswa menguasai konsep, sedangkan sisanya 6,2% siswa menebak atau tidak percaya diri atas jawaban, 22,2% siswa tidak paham konsep dan 47,5% siswa mengalami miskonsepsi. Siswa mengalami miskonsepsi terendah pada subkonsep menyelesaikan masalah dalil segitiga dan segmen garis 36,5% dan miskonsepsi tertinggi yang dialami siswa pada subkonsep menjelaskan kesimetrian dan sudut 59,5%. Urutan ketiga kategori miskonsepsi tertinggi hingga terendah pada konsep Geometri Bidang yang terjadi adalah sebagai berikut:miskonsepsi murni (22%), false positive (17,9%), dan false negative (7,6%).Kata Kunci : miskonsepsi, three-tier test, false positive, false negative
As an educator , a teacher must be able to implement and create a conducive learning atmosphere and fun during the learning process takes place so that students can be motivated to learn the spirit. This study aims to : (1) Develop non-print instructional materials in the form of audio-visualbased teaching materials for students of class VIII SMP Negeri 1 Ciledug , (2) To determine the students' response to mathematics learning through audiovisual based teaching materials. The method used in the development of mathematics teaching materials are the kind of research and development ADDIE models. Some stages will be carried out in the research and development are: (1) analysis , (2) design , (3) development , (4) implementation , and (5) evaluation. This research resulted in a product such as the development of audiovisual based teaching materials that have been validated by experts in their field. Furthermore, the results of product testing , to see the effectiveness test which concluded that based on the calculation of Two Independent Sample Test results obtained value Z_hitung > Z_tabel (-3.917 >-1.96) and Asym. Sig (2-tailed) of 0.000 < 0.05 , thus it can be concluded there is a difference in learning outcomes between the experimental class and the class of the N-gain control , this can be seen in the experimental class rank 50.65 and control class rank of 30 , 35 , thus it can be concluded that the experimental class learning outcomes better than the control class .
This research is a form of interactive multimedia development as a resource that aims to: 1) Develop Interactive Multimedia Learning Material and Beam Cube; 2) Determine the feasibility of Cube Interactive Multimedia Learning Material and Beam; 3) Increasing interest in learning math using the Interactive Multimedia Learning Material and Beam Cube. This research method is the Research and Development (R & D), adapted from ADDIE development model, with the following steps: 1) Analysis,2) Design,3) Development,4) Implementation5) Evaluation.Validation is done by two people matter experts and two experts media. Teaching materials developed tested to 5 learners VIII class A and 31 learners in class VIII B of SMP Negeri 12 Cirebon. Feasibility level Interactive Multimedia-Based Instructional Materials and Beam Cube based assessment: 1) Matter Experts obtained an average value of 4.2 which is included in the category of Good, 2) Expert Media obtained an average value of 4.26 are included in the category of Very Good, 3) learners field trials obtained an average value of 4.26 are included in the category of Very Good. Thus the Interactive Multimedia-Based Instructional Materials and Beam Cube is good and fit for use as teaching material. Based on the analysis Interest in Learning students before and after the use of the Interactive Multimedia-Based Instructional Materials and Beam Cube, obtained by N-gain of 0.405 which is included in the category of Medium of the total score early 2026 into 2521. In the test paired t test obtained t count equal to -16.619 with sig , 0,000 showed significant measurement so that the conclusion is the development of Interactive Multimedia-Based Instructional Materials and Beam Cube can improve Students Interest in Learning Mathematics.
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