Investigation into First-Year College Students' Misconceptions about Limit Concept: A Case Study Based on Cognitive Style

Kamid, Kamid; Anwar, Khairul; Syaiful,; Sofnidar,; Liani, Lita; Kurniawan, Wawan

doi:10.13189/ujer.2020.080437

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…Those are students who do not answer or respond to questions. That is typical of the investigation (Anwar et al, 2020), saying FD students not only experience misunderstandings of concepts but also misconceptions about prerequisite concepts, such as: making graphic sketches. This is similar to the study results of Nasution (2018), saying FD students tend not to be able to prescribe the known and requested information in the form of variables or labels (mathematical models).…”

Section: Inappropriate Proceduresmentioning

confidence: 99%

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

Santoso

Cholily

Syaifuddin

2021

JTAM

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This study aimed to determine the students’ errors classified as Field Independent (FI) and Field Dependent (FD) in solving essay HOTS questions based on Watson criteria and to find out the causes of errors experienced by FI and FD types of students in finishing those questions. This was qualitative research which implemented the case study method. This research was carried out at Junior High School 3 Kepanjen Malang of 2019/2020 academic year. Research subjects were determined based on The Group Embedded Figures Test (GEFT) test results. From the test, two students were selected from each type of cognitive style. The applied data collection included tests and interviews. The qualitative data analysis applied four stages: data reduction, data presentation, conclusion, and verification. The results showed that FI students experienced errors in manipulating calculation, false conclusions, incorrect use of mathematical formulas, and false calculation. On the other hand, FD students had errors in mathematical operation signs, erroneous formula writing, irresponsive to problems, errors of manipulating calculation, and not writing mathematical formulas.

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Section: Inappropriate Proceduresmentioning

confidence: 99%

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

Santoso

Cholily

Syaifuddin

2021

JTAM

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“…Errors in solving mathematical problems result when prerequisite material is not mastered beforehand. The misconception of the prerequisite material is also found in the function material (Kamid et al, 2020). The conceptual error that often occurs is the inability to identify relevant information.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Error Patterns to Facilitate Solving Math Problems for Junior High School Students

2022

JHETP

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Mathematical understanding is important in problem-solving. This study aimed to find patterns of mathematical understanding errors in solving mathematics problems for junior high school students. The method used in this study is qualitative. Data collection uses triangulation. Interviews were conducted on three subjects during one month at Islamic Junior High School. Data collection techniques are carried out through triangulation, namely test results, interviews, and observations. The intrusion used is a math problem-solving test. This study found patterns of errors in solving mathematical problems in the field of geometry. From the results, it was found that the biggest error pattern was in calculating the area and perimeter of rectangles and parallelograms. Stakeholders can also use the results of this research in education to encourage understanding of geometric concepts in education at the secondary level. This study offers educational authorities policy options regarding the importance of understanding mathematics in general and geometry in particular for students.

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“…Mathematics is the science of logic about shapes, structures, magnitudes, and concepts that are interconnected with each other. Thus, one of the competencies that students need in mastering mathematics is a deep understanding of mathematical concepts [5].…”

Section: Introductionmentioning

confidence: 99%

Misconception of Student: Difference Field Independent-Dependent Cognitive Style

Linawati¹,

Pathuddin²,

Mubarik³

et al. 2022

Advances in Social Science, Education and Humanities Research

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This study aims to describe the differences in students' misconceptions with field-independent and field-dependent cognitive styles. This research is a descriptive-qualitative research involving junior high school students in Palu city. The subject of this study consisted of two female students, having a field-independent cognitive style and field dependent. The results showed differences in the misconceptions of field-dependent and field-independent students, namely field-dependent students including: (a) misconceptions in the use of distributive properties and algebraic addition operations, (b) misconceptions of basic mathematical concepts in determining mathematical models in the form of equations, (c) misconceptions in applying the concept of equivalent equations. While, field-independent students only experienced misconceptions in applying the concept of equivalent equations. The causes of misconceptions filed-dependent are the initial concept of the wrong student, the stage of cognitive development of the student, students' associative thinking and intuition. While field-independent is associative thinking and intuition is wrong.

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Investigation into First-Year College Students' Misconceptions about Limit Concept: A Case Study Based on Cognitive Style

Cited by 5 publications

References 13 publications

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

Mathematical Error Patterns to Facilitate Solving Math Problems for Junior High School Students

Misconception of Student: Difference Field Independent-Dependent Cognitive Style

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