MISKONSEPSI SISWA PADA BILANGAN PECAHAN DENGAN METODE CERTAINTY OF RESPONSE INDEX DI KELAS VII

Abstract

Abstract

In mathematics, learning the conceptual structure will be more difficult than learning facts and algorithms, to learn previous concepts is a prerequisite that students must really master in order to understand the next topic or concept. Concepts that are properly embedded in students are very important in learning mathematics to avoid misconceptions on concepts, especially in fractions material. The purpose of this study was to describe the form of misconceptions that occurred in students regarding the matter of addition and subtraction of fractions. Analyze the causes of student misconceptions about the addition and subtraction of fractions. The research subjects were students of class VII, The focus of this study is students who experience misconceptions in solving the addition and subtraction problems of fractions. The results of the research showed that the common misconceptions among students about the concept of fractions were the misconceptions in operating fractions without equating the denominators, equating the denominators but adding up the fractions wrongly, equating the denominators but subtracting the fractions wrong. The results of the research on misconceptions on a mathematics learning topic are expected to be used as a reference in the learning process and remediation, especially for concepts that are potentially to misconceptions.

Keywords:Certainty Of Response Index Method, Fractions, Misconception