Miskonsepsi Siswa Dalam Menyelesaikan Soal Pemecahan Masalah Terbuka Matematika Materi Pecahan

Abstract

Misconceptions occur in students who have initial concepts that are incomplete or imperfect, making it difficult for students to assimilate new information into their existing conceptual structure. This research aims to describe students' misconceptions and determine the factors that cause students' misconceptions about fractions. The type of research used is descriptive qualitative. The subjects of this research were three fourth grade students at SDN Bataan 2 Bondowoso. The instruments used are tests, observations, interviews and documentation. The data analysis techniques in this research are data reduction, data presentation, and drawing conclusions. Data validity using triangulation. The results of the analysis of misconceptions experienced by students, namely 1) students do not understand the meaning of the problem, so they do not work with the right steps at the stage of implementing the plan or looking back, 2) students do not understand that the concept of multiplying fractions with non-fraction numbers is in the form of repeated addition as many as the multiplier, 3) students do not understand the difference in the stages of carrying out a plan and looking back.