Ontological Misconception in Mathematics Teaching in Elementary Schools

Kusmaryono, Imam; Basir, Mochamad Abdul; Saputro, Bagus Ardi

doi:10.22460/infinity.v9i1.p15-30

Cited by 10 publications

(14 citation statements)

References 15 publications

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“…Teachers sometimes do not provide follow-up assessments in the form of guidance related to misconceptions that occur to students (J. Jeremy Winters & Dovie L. Kimmins, 2018;Kusmaryono, Basir, & Saputro, 2020;Ma'rufi, Budayasa, & Juniati, 2017). In contrast, misconceptions that occur can result in subsequent misconceptions (Kusuma, Subanti, & Usodo, 2018;Nassir, Abdullah, Ahmad, Tarmuji, & Idris, 2017;Sari & Sukisman, 2009) and make students difficult and construct new knowledge.…”

Section: Introductionmentioning

confidence: 99%

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Juhaevah¹,

Sopamena²,

Kaliky³

2020

KJPM

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This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.

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Section: Introductionmentioning

confidence: 99%

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Juhaevah¹,

Sopamena²,

Kaliky³

2020

KJPM

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“…Oleh karena itu, penting bagi guru untuk menggunakan bahasa matematika yang akurat agar anak terbiasa dengan bahasa matematika dan mengulanginya. Menggunakan bahasa matematika yang akurat akan mencegah atau mengurangi pembentukan kesalahpahaman atau miskonsepsi (Kusmaryono, Basir, & Saputro, 2020).…”

Section: Pendahuluanunclassified

“…Kesalahan penamaan bentuk geometris mungkin berasal dari ketidaktahuan dengan definisi dan / atau propertinya dan dari mendasarkan deskripsi pada persepsi visual. Persepsi visual inilah yang telah menimbulkan miskonsepsi ontology (Kusmaryono, Basir, & Saputro, 2020). Para guru hanya memahami gambar berdasar ingatan pengalaman belajar sebelumnya.…”

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“…Sulit untuk memahami bagaimana guru sekolah dasar ini berkomunikasi dalam bahasa matematika yang sesuai dengan anak-anak ketika mereka sendiri mengalami kesulitan. Masalah komunikasi geometris dapat berimbas menyebabkan kurangnya percaya diri guru saat mengajr di kelas (Höltge, Jan-Henning, Ulrike, & Marcus, 2019), dan kesalahpahaman (miskonsepsi) di antara guru dan anak-anak (Kusmaryono, Basir, & Saputro, 2020). Hanya beberapa guru yang dapat menyebutkan dengan benar tentang bentuk bangun datar dan bangun ruang.…”

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Pengetahuan, Sikap, dan Keyakinan Guru Sekolah Dasar Terhadap Pembelajaran Geometri

Rochajati¹,

Astutik²

2020

Kontinu

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Penelitian ini bertujuan untuk (1) menyelidiki pengetahuan guru sekolah dasar tentang bentuk-bentuk bangun datar dan bangun ruang, dan (2).mengeksplorasi sikap dan keyakinan guru sekolah dasar tentang geometri dan pengajarannya. Penelitian ini menggunakan pendekatan deskriptif dengan metode campuran penelitian kuantitatif dan kualitatif. Tiga puluh guru sekolah dasar di wilayah kecamatan Semarang Selatan sebagai partisipasi dalam penelitian ini dan menanggapi kuesioner yang terdiri dari item tertutup dan terbuka. Hasil temuan penelitian ini mendeskripsikan bahwa masih banyak guru sekolah dasar yang kurang memiliki pengetahuan tentang bentuk bangun datar dan bangun ruang. Temuan penelitian ini diperkuat dengan data yang menunjukkan bahwa mayoritas guru sekolah dasar tidak mendasarkan penjelasan mereka tentang bentuk geometri pada properti mereka, tetapi terutama hanya pada penampilan visual (gambar) geometris saja. Artinya dalam hal penegtahuan geometri, guru sekolah dasar kurang menguasai definisi dan sifat-sifat tentang bentuk bagun datar. Guru sekolah dasar memegang teguh pentingnya sikap dan keyakinan yang memotivasi untuk melibatkan anak-anak dalam kegiatan yang berhubungan dengan pembelajaran geometri. Para guru sekolah dasar ingin belajar geometri dengan cara yang eksperiensial dan menyenangkan. Mereka ingin mengubah pengalaman ini untuk anak-anak dan menyampaikannya kepada anak-anak sehingga mereka merasa bahwa belajar itu menyenangkan.

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“…Misconceptions include understanding or thinking which is not based on true information (Kusmaryono et al, 2020). According to Dayanti, Sugiatno, & Nursangaji (2019), there are three types of misconceptions commonly done by students; classificational misconception, correlational misconceptions and theoretical misconceptions.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Misconception and Mathematical Abstraction of Geometry at Junior High School

Kadarisma

Fitriani

Amelia

2020

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This study aims to examine the misconceptions that often occur in junior high school students on the concept of geometry based on abstraction level. The research method is qualitative with a case study design. Subjects in this study are 27 students of the 3rd grade of junior high school students, who had to learn all the concepts that will be appeared on the test. Material that will be given on the test of this research is the concept of Triangle, Quadrilateral, Flat Side Geometry and Curved Side Geometry. This research takes a place at one of the junior high schools in Cimahi. The instrument in this study is a diagnostic test (to find out the types of students’ misconception), mathematical abstraction tests (to determine the level of abstraction) and interview rubrics. Misconceptions produced by students are closely related to students’ mathematical abstractions, the higher the level of abstraction ability, the more students away from misconceptions. The topic taken in this study is the topic of basic geometry, the results can be a source of information about the types of misconception that often occur in students, and how the solution so that these misconception do not re-occur.

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Ontological Misconception in Mathematics Teaching in Elementary Schools

Cited by 10 publications

References 15 publications

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Pengetahuan, Sikap, dan Keyakinan Guru Sekolah Dasar Terhadap Pembelajaran Geometri

Relationship Between Misconception and Mathematical Abstraction of Geometry at Junior High School

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