Analysis of Students’ Misconseptions in Addition and Subtraction Material

DOI

10.2991/978-2-38476-086-2_148How to use a DOI?

Keywords

misconception; sum; subtraction; addition

Abstract

Backgrounds: Understanding mathematical concepts is significant and influences students in working on various problems. Understanding the picture is the basis that needs to be achieved to make it easier for students to proceed to the next level of understanding. When students understand a concept, they will be able to remember the Mathematicss lessons they have learned in the long term. Understanding the wrong concept can lead to misconceptions in students. Fantasies that are not immediately corrected can result in low student learning outcomes.Methods: This study used a qualitative approach. The subjects in this study were six grade 1 student at SDN Soko 2, Indonesia. The data collection techniques in this study were observation, tests, and interviews. Data analysis was data reduction, data presentation, and conclusion. The validity of the data was done by triangulation of sources and techniques. Results: The results of this study were six students of SDN Soko 2 experiencing frequent misconceptions, calculation misconceptions, and language misconceptions. Students with high mathematical ability experience the most minor misconceptions: calculation misconceptions. Students with mathematical abilities are experiencing two misconceptions, namely calculation, and systematics. Students with low mathematical ability experience the most misconceptions, namely systematic, Mathematics, and language misconceptions. Implications: Teachers are expected to be more creative in developing engaging learning for students to reduce the occurrence of misconceptions and motivate students to be enthusiastic about participating in education. For students to study harder and not be lazy, and for parents to always pay attention and guide their children when looking at a home.

Novelty: This study revealed several types of misconceptions that occur in grade 1 students of SDN Soko 2 based on the level of students’ mathematical abilities.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rina Wahyu Yuliarni
AU  - Yulia Maftuhah Hidayati
PY  - 2023
DA  - 2023/08/29
TI  - Analysis of Students’ Misconseptions in Addition and Subtraction Material
BT  - Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022)
PB  - Atlantis Press
SP  - 1841
EP  - 1854
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-086-2_148
DO  - 10.2991/978-2-38476-086-2_148
ID  - Yuliarni2023
ER  -