Identifikasi Miskonsepsi Materi Bangun Datar dan Bangun Ruang dengan Menggunakan Teknik Four-Tier Certainty Of Response Index

Authors

Yoel Chrisnajaya Pengeu Universitas Tadulako
Zulnuraini Zulnuraini Universitas Tadulako, Palu
Nurul Kami Sani Universitas Tadulako, Palu
Azizah Azizah Universitas Tadulako, Palu
Khairulnisa Khairulnisa Universitas Tadulako, Palu

DOI:

https://doi.org/10.31539/judika.v8i2.14708

Abstract

This study aims to identify the level of misconceptions among elementary school students in understanding the concepts of plane and solid geometry using the Four-Tier Certainty of Response Index (FT-CRI). The method used is an exploratory study with a quantitative descriptive approach. The research subjects consisted of 47 students from SD BK Kristen Palu, and data were collected through an FT-CRI-based diagnostic test measuring conceptual understanding, confidence levels, and student misconceptions. The results showed that the average level of student misconceptions was 10.15%, categorized as low. However, one indicator showed a moderate level of misconception in question number 7 (36.17%), while other questions indicated a low level of misconception, such as question number 11 (12.77%), question number 13 (10.64%), and question number 14 (14.89%). Additionally, most students experiencing misconceptions fell into the Less Understanding (LU) category, where they answered correctly and provided appropriate reasoning but remained uncertain about their answers.. n conclusion, misconceptions regarding plane and solid geometry among students at SD BK Kristen Palu are categorized as low. However, there is still an issue with students' confidence in their answers. The primary factors influencing students' uncertainty include a lack of reasoning-based exercises, limited reflection, and restricted discussions. Therefore, more interactive learning strategies, such as group discussions, problem-solving exercises, and in-depth feedback, are needed to enhance students' confidence and conceptual understanding optimally

Keywords: Misconceptions, Plane Geometry, Solid Geometry, Four-Tier Certainty of Response Index, Mathematics Learning

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