Email this article 
Students’ Errors and Misconceptions in Solving Fundamental Mathematics Problem
Abstract
The purpose of this research was to analyze students' errors and misconceptions in solving Fundamental Mathematics problems. The research method used in this study was descriptive research with a qualitative approach. The subjects of this study consisted of 23 students who took the Fundamental Mathematics course at the Computer Education Study Program. The instrument used in this research was the Fundamental Mathematics Test. The research procedure consisted of three main stages, namely: (1) preparatory stage: learning activities were carried out in 7 meetings and the development of Fundamental Mathematics questions; (2) implementation: research subjects completed the Fundamental Mathematics Test as an effort to collect data; and (3) data analysis from students' answers to Fundamental Mathematics questions to describe student mistakes in solving Fundamental Mathematics problems. The results showed that many errors and misconceptions that occurred in each question were caused by errors in understanding and translating arithmetic symbols in solving Fundamental Mathematics problems, errors in drawing conclusions, and errors in making graphs and images. In addition, misconceptions occur when solving problems involving arithmetic symbols. Furthermore, the recommendation from this study is to develop a Fundamental Mathematics didactic design that is able to minimize student errors.
Keywords
Full Text:
PDFReferences
An, S., & Wu, Z. (2012). Enhancing Mathematics Teachers’ Knowledge of Students’ Thinking From Assessing and Analyzing Misconceptions in Homework. International Journal of Science and Mathematics Education, 10(3), 717–753. https://doi.org/10.1007/s10763-011-9324-x
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9
Ay, Y. (2017). Education Research Highlights in Mathematics, Science and Technology. Education Research Highlights in Mathematics, Science and Technology, 21–31. https://www.isres.org/books/Education_Research_Highlights_in_Mathematics_Science_and_Technology_2017_21-12-2017.pdf#page=25
Bakirci, H., Bilgin, A. K., & ?im?ek, A. (2011). The effects of simulation technique and worksheets on formal operational stage in science and technology lessons. Procedia - Social and Behavioral Sciences, 15, 1462–1469. https://doi.org/10.1016/j.sbspro.2011.03.311
Bray, W. S. (2016). How to Leverage the Potential of Mathematical Errors. Teaching Children Mathematics, 19(7), 424–431. https://doi.org/10.5951/teacchilmath.19.7.0424
Cockburn, A., & Littler, G. (2008). Mathematical Misconceptions: A Guide for Primary Teachers. SAGE Publications Inc. https://books.google.co.id/books?hl=id&lr=&id=gGhb1MSnrhwC&oi=fnd&pg=PP2&dq=mathematics+misconceptions&ots=fm801lynUh&sig=q5Utz2xJ7U7T_O6BLwmAd6Kzshc&redir_esc=y#v=onepage&q=mathematics misconceptions&f=false
Dzulfikar, A., & Vitantri, C. A. (2017). Misconceptions of Mathematics among Elementary School Teachers [in Bahasa]. Suska Journal of Mathematics Education, 3(1), 41. https://doi.org/10.24014/sjme.v3i1.3409
Feurzeig, W., Papert, S. A., & Lawler, B. (2011). Programming-languages as a conceptual framework for teaching mathematics. Interactive Learning Environments, 19(5), 487–501. https://doi.org/10.1080/10494820903520040
Gagatsis, A., & Kyriakides, L. (2000). Teachers’ Attitudes Towards Their Pupils’ Mathematical Errors. Educational Research and Evaluation, 6(1), 24–58. https://doi.org/10.1076/1380-3611(200003)6:1;1-i;ft024
Hartati, Y. N. (2016). Scaffolding untuk Mengatasi Kesalahan Menyelesaikan Soal Cerita Sistem Persamaan Linear Dua Variabel. Jurnal Matematika, 6(2), 119. https://doi.org/10.24843/jmat.2016.v06.i02.p75
Janan, T., Sitaresmi, P. D. W., & Nuryami. (2022). Analysis of Student Errors in Solving Set Theory Problems in the Set and Logic Course [in Bahasa]. Jurnal Pembelajaran Matematika Inovatif, 5(2), 495–504. https://doi.org/10.22460/jpmi.v5i2.495-504
Kajander, A., & Lovric, M. (2009). Mathematics textbooks and their potential role in supporting misconceptions. International Journal of Mathematical Education in Science and Technology, 40(2), 173–181. https://doi.org/10.1080/00207390701691558
Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Environmental and Science Education, 5(4), 383–405.
Kazemi, E., & Stipek, D. (2009). Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms. Journal of Education, 189(1–2), 123–137. https://doi.org/10.1177/0022057409189001-209
Kemendikbud, B. (2019). Education in Indonesia is learning from the results of PISA 2018 [in Bahasa]. In Pusat Penilaian Pendidikan Balitbang KEMENDIKBUD (Issue 021).
Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australian Journal of Early Childhood, 34(4), 37–45. https://doi.org/10.1177/183693910903400406
Mohyuddin, R. G., & Khalil, U. (2016). Misconceptions of students in learning mathematics at primary level. Bulletin of Education and Research, 38(1), 133–162.
Ningsi, G. P., Nendi, F., Jehadus, E., Sugiarti, L., & Kurnila, V. S. (2022). Analysis of Student Errors in Solving Integral Calculus Problems Based on Newman's Error Analysis and Efforts to Provide Scaffolding [in Bahasa]. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 2698–2712. https://doi.org/10.31004/cendekia.v6i3.1469
Nurkamilah, P., & Afriansyah, E. A. (2021). Analysis of Student Misconceptions about Power Numbers [in Bahasa]. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 49–60. https://doi.org/10.31980/mosharafa.v10i1.818
Ojose, B. (2015). Students’ Misconceptions in Mathematics: Analysis of Remedies and What Research Says. Ohio Journal of School Mathematics, 72, 30–34. https://kb.osu.edu/handle/1811/78927
Oktaviani, W. R., Herman, T., & Darhim, D. (2022). Didactic Design to Improve Mathematical Reasoning Ability of High School Students on Derivative Application Materials. Proceedings of the 6th National Conference on Mathematics and Mathematics Education. https://doi.org/https://doi.org/10.1063/5.0096139
Parwati, N. N., & Suharta, I. G. P. (2020). Effectiveness of the implementation of cognitive conflict strategy assisted by e-service learning to reduce students’ mathematical misconceptions. International Journal of Emerging Technologies in Learning, 15(11), 102–118. https://doi.org/10.3991/IJET.V15I11.11802
Purwasih, S. M., & Rahmadhani, E. (2022). Application of Scaffolding as a Solution to Minimize Student Errors in Solving Spldv Problems [in Bahasa]. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 7(2), 91. https://doi.org/10.24853/fbc.7.2.91-98
Romadiastri, Y. (2016). Analysis of Mathematics Students' Errors in Solving Logic Problems [in Bahasa]. Phenomenon : Jurnal Pendidikan MIPA, 2(1), 76. https://doi.org/10.21580/phen.2012.2.1.419
Rosyidah, A. N. K., Maulyda, M. A., & Oktaviyanti, I. (2020). PGSD Students' Misconceptions of Mathematics in Completing Integer Calculation Operations [in Bahasa]. Jurnal Ilmiah KONTEKSTUAL, 2(01), 15–21. https://doi.org/10.46772/kontekstual.v2i01.244
Sari, D. P., & Darhim. (2020). Implementation of react strategy to develop mathematical representation, reasoning, and disposition ability. Journal on Mathematics Education, 11(1), 145–156. https://doi.org/10.22342/jme.11.1.7806.145-156
Sari, D. P., Darhim, & Rosjanuardi, R. (2018). Errors of students learning with react strategy in solving the problems of mathematical representation ability. Journal on Mathematics Education, 9(1), 121–128. https://doi.org/10.22342/jme.9.1.4378.121-128
Sari, D. P., & Mahendra, M. (2017). Developing Instrument to Measure Mathematical Reasoning Ability. 57, 30–33. https://doi.org/10.2991/icmsed-16.2017.7
Sari, D. P., Sukmawati, R. A., & Zulkarnain, I. (2018). The Relationship Between Mathematical Ability and Programming Ability of Computer Science Education Students. 274, 50–53. https://doi.org/10.2991/iccite-18.2018.12
Sari, H. M., & Afriansyah, E. A. (2020). Analysis of Middle School Students' Misconceptions on Algebraic Calculation Operations Material [in Bahasa]. Mosharafa: Jurnal Pendidikan Matematika, 9(3), 439–450. https://doi.org/10.31980/mosharafa.v9i3.511
Sarwadi, R., & Shahrill, M. (2014). Understanding Students’ Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students. Mathematics Education Trends and Research, 2014(September), 1–10. https://doi.org/10.5899/2014/metr-00051
Schnepper, L. C., & McCoy, L. P. (2013). Analysis of Misconceptions in High School Mathematics. Networks: An Online Journal for Teacher Research, 15(1), 625–625. https://doi.org/10.4148/2470-6353.1066
Subramaniam, S., Maat, S. M., & Mahmud, M. S. (2022). Computational thinking in mathematics education: A systematic review. Cypriot Journal of Educational Sciences, 17(6), 2029–2044. https://doi.org/10.18844/cjes.v17i6.7494
Sung, W., Ahn, J., & Black, J. B. (2017). Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education. Technology, Knowledge and Learning, 22(3), 443–463. https://doi.org/10.1007/s10758-017-9328-x
Sung, W., & Black, J. B. (2020). Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing. Journal of Research on Technology in Education, 53(4), 404–426. https://doi.org/10.1080/15391523.2020.1784066
DOI: https://doi.org/10.22342/jpm.17.3.21128.313-324
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139 Indonesia
Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Indexed in:
