The Identification of Students’ Misconceptions in Mathematical Induction
Abstract
This study was conducted to identify the types of students’ misconception, factors that cause students’ misconception, and to describe the problem-solving of students’ misconception in mathematical induction. The subjects of this study were 30 junior students of Mathematics Department of Faculty of Teacher Training and Education of Universitas Islam Malang, who take Real Analysis I course. With respects to the students’ performance, the results of the study showed that most students had difficulty in interpreting letter, notation, generalization, and rules application. The factors that influence the students’ algebra misconceptions in mathematical induction was the students’ lack of ability, the lack of willingness that hinder the students’ cognitive development, and the lack of learning motivation. In order to solve these problems, the researcher proposed a method called guided discovery method.
References
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Roselizawati Hj Sarwadi, H., & Shahrill, M. (2014). Understanding Students’ Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students. Mathematics Education Trends and Research. https://doi.org/10.5899/2014/metr-00051
Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist. https://doi.org/10.1037/0003-066X.54.3.182
Stenberg. (2009). Cognitive Psychology. WADSWORTH Cengage Learning.
Subanji, S. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika. Malang: Universitas Negeri Malang.
Suparno, P. (2013). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT. Gramedia Widiasarana Indonesia.
Voutsina, C. (2012). Procedural and conceptual changes in young children’s problem solving. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-011-9334-1
Yensy, N. A. (2018). Diagnosis Kesalahan Mahasiswa dalam Menyelesaikan Soal Perhitungan Peluang pada Matakuliah Statistika matematika. Jurnal Pendidikan Eksakta, 2(4).
Amiyani, R., & Widjajanti, J. B. (2018). The Excellence of Guided Discovery Learning on Mathematical Knowledge-Based, Skill-Based, and Attitude. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1097/1/012145
Huitt, W., & Hummel, J. (2003). Educational Psychology Interactive: Cognitive Development.
Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2010). University students’ difficulties in solving application problems in calculus: Student perspectives. Mathematics Education Research Journal. https://doi.org/10.1007/BF03217567
Maryati, I., & Priatna, N. (2018). Analysis of statistical misconception in terms of statistical reasoning. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1013/1/012206
Roselizawati Hj Sarwadi, H., & Shahrill, M. (2014). Understanding Students’ Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students. Mathematics Education Trends and Research. https://doi.org/10.5899/2014/metr-00051
Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist. https://doi.org/10.1037/0003-066X.54.3.182
Stenberg. (2009). Cognitive Psychology. WADSWORTH Cengage Learning.
Subanji, S. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika. Malang: Universitas Negeri Malang.
Suparno, P. (2013). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT. Gramedia Widiasarana Indonesia.
Voutsina, C. (2012). Procedural and conceptual changes in young children’s problem solving. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-011-9334-1
Yensy, N. A. (2018). Diagnosis Kesalahan Mahasiswa dalam Menyelesaikan Soal Perhitungan Peluang pada Matakuliah Statistika matematika. Jurnal Pendidikan Eksakta, 2(4).
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