MISKONSEPSI PROSES BERPIKIR MATEMATIK SISWA PADA TOPIK PERTIDAKSAMAAN

Abstract

This study tries to reveal the mathematical thinking process of students' misconceptions. The method used is descriptive qualitative. The research subjects were taken by three students with purposive sampling from class X-4. Data collection techniques for test instruments, interviews, and documentation. Based on the results of data analysis obtained by misconceptions experienced by students in solving quadratic inequality problems that students who consider when completing a variable inequality (eg x) must always be on the left or on the left side, students can see the inequality resolution process similar to discussed. Equations, students consider compilations that are combined or divided into two parts inequality with negative numbers inequality do not need to be changed, students consider compilation inequality of fractions then the segments that have fractions that must be multiplied by KPK from the denominator and thus do, between options the valued value is omitted it's the same value. How students understand misconceptions is a topic of learning that is a topic behind the learning of inequality topics, students do not learn various types of questions, Learning does not clearly explain the basic nature of inequality and Learning does not explain correctly what is meant by context and inequality.