Analisis Miskonsepsi Peserta Didik dalam Menangani Soal Model Asesmen Kompetensi Minimum pada Materi Aljabar

Abstract

The objective of this study is to elucidate students' misconceptions in solving questions related to the Minimum Competency Assessment model and identify the factors contributing to students' misconceptions in tackling questions on Minimum Competence Assessment in Algebra. The research design employed is qualitative descriptive research. The study involves four students from class IX- J at SMP Negeri 3 Tasikmalaya, each selected based on their category of misconceptions. Data collection methods include administering tests on the Minimum Competency Assessment model for Algebra accompanied by CRI (Comprehensive Result Interpretation) and conducting interviews. The test instrument consists of questions validated by two lecturers in Mathematics Education from Universitas Siliwangi. Data analysis involves conducting tests, followed by interviews with selected subjects to gain deeper insights into students' misconceptions in addressing questions on the Minimum Competency Assessment model for algebra. The study also aims to identify factors causing these misconceptions, and the findings are subsequently described. Conclusions drawn from the data analysis indicate that the first subject exhibited misconceptions related to the interpretation of symbols and generalization. The second subject encountered misconceptions concerning the interpretation of symbols and the application of rules. The third subject experienced misconceptions related to notation and generalization, while the fourth subject grappled with misconceptions associated with notation. Factors contributing to misconceptions include incorrect intuition for the first subject, incomplete/incorrect reasoning for the second subject, students' ability for the third subject, and incorrect intuition for the fourth subject.