Kesalahan Konstruksi Konsep Matematis Dalam Proses Representasi Visual Mahasiswa

Inganah, Siti; Nabila, Arini Isma; Putri, Octavina Rizky Utami

doi:10.24127/ajpm.v10i3.3993

Cited by 4 publications

(6 citation statements)

References 7 publications

(7 reference statements)

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“…He was able to determine that a problem was not a direct proportion, but he was wrong in clarifying the answer (4a,5a,6a). This reinforces the findings of (Inganah et al, 2021) that students can make "true" Pseudo Construction mistakes when…”

Section: Object Stagesupporting

confidence: 89%

“…In addition, the research from Imamuddin et al, (2019) focuses on concept understanding. Ummah & Azmi, (2020) focuses on construction concept through learning media while Ni'mah et al, (2018) and Inganah et al, (2021) focuses on mistake in the construction mathematics concept. This research focuses on the construction process of the student in learning new concepts that she/he has never learned before.…”

Section: |mentioning

confidence: 99%

“…"True" Pseudo Construction is the student giving the correct answer to a problem. However, when traced, it turns out that student is wrong in providing clarification of answers (Inganah et al, 2021). Flowchart (2b,3b,4b) of female student so there are no constraints at this stage.…”

Section: Aksioma: Jurnal Program Studi Pendidikan Matematikamentioning

confidence: 99%

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The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Rosyidi

Hasanah

2022

AJPM

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The concept construction process makes students' mathematical knowledge develop better than before. It’s because the concept construction process involves the relationship of one concept to another. In constructing a mathematical concept, gender is influential in process. This qualitative research aims to describe the process of constructing new concept of male and female students. The subjects were two sixth grade elementary school students (one male, one female). The instruments were test and interview. The data analyzed using APOS theory (Action, Process, Object, Schema). At action stage, they can solve problems related to direct proportion concept. At process stage, they can interpret direct proportion problem into various representations and explain the characteristics. At object stage, they can provide other examples of direct proportion concept and identify a problem including direct proportion concept or not. At schema stage, they can define direct proportion but female student was clearer in defining it than male student. They can also conclude its relationship with some concepts. They can construct new concept well, although there are errors in the process. Female student is better than male student at conveying the results of her thoughts both in writing and verbally in the process of constructing new concept.Proses konstruksi konsep menjadikan pengetahuan matematika siswa berkembang lebih baik dari sebelumnya. Hal ini karena proses konstruksi konsep melibatkan hubungan antara satu konsep dengan konsep lainnya. Dalam membangun konsep matematika, jenis kelamin berpengaruh dalam prosesnya. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses konstruksi konsep baru siswa laki-laki dan perempuan. Subjek penelitian adalah dua siswa kelas VI SD (satu laki-laki, satu perempuan). Instrumen yang digunakan adalah tes dan wawancara. Data dianalisis menggunakan teori APOS (Aksi, Proses, Objek, Skema). Pada tahap aksi, mereka dapat memecahkan masalah yang berkaitan dengan konsep perbandingan senilai. Pada tahap proses, mereka dapat menginterpretasikan masalah perbandingan senilai ke dalam berbagai representasi dan menjelaskan karakteristiknya. Pada tahap objek, mereka dapat memberikan contoh lain dari konsep perbandingan senilai dan mengidentifikasi suatu masalah termasuk konsep perbandingan senilai atau bukan. Pada tahap skema, mereka dapat mendefinisikan perbandingan senilai tetapi siswa perempuan lebih jelas dalam mendefinisikannya daripada siswa laki-laki. Mereka juga dapat menyimpulkan hubungannya dengan beberapa konsep. Mereka dapat mengonstruksi konsep baru dengan baik, meskipun ada kesalahan dalam prosesnya. Siswa perempuan lebih baik daripada siswa laki-laki dalam menyampaikan hasil pemikirannya baik secara tertulis maupun lisan dalam proses mengonstruksi konsep baru.

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Section: Object Stagesupporting

confidence: 89%

Section: |mentioning

confidence: 99%

See 1 more Smart Citation

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Rosyidi

Hasanah

2022

AJPM

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show abstract

“…In addition, research from Ummah & Azmi (2020) focuses on concept construction through learning media. Imamuddin et al (2019) focuses on understanding concepts, while Anggraini et al (2018), Inganah et al (2021), andNi'mah et al (2018) focus on errors in the construction of mathematical concepts. This research focuses on the process of new procedure's construction that have never been studied before.…”

Section: Introductionmentioning

confidence: 99%

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

Hasanah,

Rosyidi

2023

MATHEdunesa

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The process of knowledge construction can provide meaningful learning experiences for students. This is because students build new knowledge themselves by connecting one knowledge to another. The purpose of this qualitative research is to describe the process of new procedure’s construction using analogy. The subjects of the research consisted of three students of grade X high school (one student took the test individually, two students took the test in pair). Data analysis based on the APOS theory’s stage (Action, Process, Object, and Schema). At the action stage, both individual and paired students determine what is known and asked about the system of linear equations (SLE) in three variables problem based on analogy with the known things and asked about the SLE in two variables problem. They correctly determine the solution set of SLE in three variables. They also checked the correctness of the solution set of SLE in three variables correctly. At the process stage, they outline the steps of defining the solution set of SLE in three variables clearly. At the object stage, individual student cannot explain other methods of solving SLE in three variables, while paired students explain four other methods of solving SLE in three variables, that is the method of elimination, substitution, graphing, and matrix. At the schema stage, individual student cannot generalize some methods of solving SLE in three variables, whereas paired student generalize some methods of solving SLE in three variables. They also concluded the most effective method of solving SLE in three variables, that is the combined method. Individual student also explains that there is a SLE in three variables that has no solution, whereas paired students cannot explain it. They can construct new procedure well, despite errors in their process. In the process of new knowledge construction, the student's prior knowledge determines the quality of its construction process.

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“…Kegagalan dalam membangun konsep matematika mengisyaratkan bahwa adanya kesulitan didalam membangun konsep matematika tersebut. Kesulitan tersebut sering tergambarkan dalam bentuk kesalahan yang dilakukan saat mengerjakan soal matematika (Inganah et al, 2021).…”

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Analisis Kesalahan Konsep Matematis Siswa dalam Menyelesaikan Soal Cerita Kelas VIII Smpn 1 Sungai Penuh

Aien,

Erita

2024

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Tujuan dari dilakukan penelitian ini adalah untuk mendeskripsikan kesalahan konsep matematis siswa dalam mengerjakan soal tes essay berupa soal cerita dan juga menjadikan sebagai referensi untuk guru matematika agar mengurangi kesalahan konsep matematika dari guru ke siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Dalam penelitian ini sumber data yang digunakan yaitu dari sampel siswa kelas VIII F dan 1 orang guru SMPN 1 Sungai Penuh. Teknik pengumpulan data yaitu dengan melakukan wawancara, observasi dan dokumentasi. Siswa sudah bisa melakukan penerapan konsep pada soal dengan baik akan tetapi terdapat beberapa siswa yang masih bingung tentang penerapan konsep dan pada soal cerita, siswa sudah mengerti cara memahami soal dan penerapannya ke konsep matematika tetapi sebagian siswa masih ada yang bingung jika diberikan soal cerita karena belum bisa memahami konsep soal cerita.

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Kesalahan Konstruksi Konsep Matematis Dalam Proses Representasi Visual Mahasiswa

Cited by 4 publications

References 7 publications

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired

Analisis Kesalahan Konsep Matematis Siswa dalam Menyelesaikan Soal Cerita Kelas VIII Smpn 1 Sungai Penuh

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