INVESTIGASI KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH BILANGAN CACAH: KASUS PADA KESALAHAN PROSEDURAL DAN KESALAHAN KONSEP
DOI:
https://doi.org/10.30605/proximal.v4i1.507Keywords:
Kesalahan Prosedural, Kesalahan Konsep, Bilangan Bulat, Operasi HitungAbstract
Penelitian ini bertujuan untuk eksplorasi kesalahan siswa dalam operasi hitung bilangan bulat. Eksplorasi kesalahan siswa di fokuskan pada kesalahan konsep dan prosedural yang dilaksanakan kelas VII Sekolah Menengah Pertama di Indonesia Timur. Sebanyak 100 siswa yang berpartisipasi dalam penelitian dan mereka berumur 13 – 15 Tahun. Setiap siswa mengerjakan soal yang telah diuji keabsahan dan kevalidannya, selama 40 menit. Tes yang diberikan terdiri dari 10 soal dengan materi operasi hitung penjumlahan, pengurangan dan campuran. Analisis data penelitian dilakukan dengan mengeksplorasi hasil kerja siswa kemudian mengelompokkan berdasarkan jenis kesalahan siswa. Data hasil tes kemudian diidentifikasi dan diklasifikasi kedalam bentuk dan jenis kesalahan. Berdasarkan hasil penelitian, menunjukkan bahwa dalam melakukan operasi hitung bilangan bulat, siswa sangat mungkin melakukan kesalahan prosedural dan kesalahan konsep. Bentuk kesalahan prosedural yang dilakukan siswa yaitu: (1) Kurang teliti dalam menuliskan ulang soal, (2) Kurang Teliti dalam menghitung hasil penjumlahan dan pengurangan, (3) Lupa menuliskan tanda negatif pada hasil penjumlahan dan pengurangan, (4) Kesalahan urutan dalam melakukan operasi penjumlahan dan pengurangan, dan (5) Tidak Menuliskan jawaban secara lengkap. Sedangkan bentuk kesalahan konsep yang dilakukan siswa yaitu: (1) Kesalahan dalam menjumlahkan bilangan negatif, (2) Kesalahan dalam pengurangan bilangan bulat sejenis ( a – b untuk a < b atau (-a) – (-b)), dan (3) Kesalahan dalam melakukan operasi lambang “ – “ dengan bilangan negatif.Downloads
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References
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Young, L. K., & Booth, J. L. (2015). Student Magnitude Knowledge of Negative Numbers. Journal of Numerical Cognition, 1(1), 38–55. https://doi.org/10.5964/jnc.v1i1.7
Avcu, R., & Avcu, S. (2018). Middle School Mathematics Teachers ’ Selection of Exam Tasks to Measure Their Students ’ Conceptual and Procedural Knowledge of Integers Öz Methods Participants. International Congress on Educational Sciences, December, 1509–1514.
DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Conceptual structure and the procedural affordances of rational numbers: Relational reasoning with fractions and decimals. Journal of Experimental Psychology: General, 144(1), 127–150. https://doi.org/10.1037/xge0000034
Hérold, J. F. (2014). A cognitive analysis of students’ activity: An example in mathematics. Australian Journal of Teacher Education, 39(1). https://doi.org/10.14221/ajte.2014v39n1.10
Ilma, R., & Putri, I. (2012). Desain Pembelajaran Pengurangan Bilangan Bulat Melalui Permainan Tradisional Congklak Berbasis Pendidikan Matematika Realistik Indonesia di Kelas IV Sekolah Dasar. Kreano: Jurnal Matematika Kreatif-Inovatif, 3(2), 100–112. https://doi.org/10.15294/kreano.v3i2.2642
Nool, N. R. (2012). Effectiveness of an improvised abacus in teaching addition of integers. Proceedings of the International Conference on Education and Management Innovation, 30, 307–311.
Ulusoy, F. (2019). Serious obstacles hindering middle school students’ understanding of integer exponents. International Journal of Research in Education and Science, 5(1), 52–69.
Utomo, D. P. (2019). Instrumental and Relational Understanding Analysis of 5th Grade Elementary School Students on Integers Addition. 349(Iccd), 668–670. https://doi.org/10.2991/iccd-19.2019.176
Utomo, D. P. (2020). The pattern of a relational understanding of fifth-grade students on integer operations. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 119–129. https://doi.org/10.23917/jramathedu.v5i2.9545
Young, L. K., & Booth, J. L. (2015). Student Magnitude Knowledge of Negative Numbers. Journal of Numerical Cognition, 1(1), 38–55. https://doi.org/10.5964/jnc.v1i1.7
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Published
2021-02-28
How to Cite
Baharuddin, M. R., & Jumarniati, J. (2021). INVESTIGASI KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH BILANGAN CACAH: KASUS PADA KESALAHAN PROSEDURAL DAN KESALAHAN KONSEP. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(1), 80–86. https://doi.org/10.30605/proximal.v4i1.507
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