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ANALISIS KESALAHAN KONSEP SISWA DALAM MENYELESAIKAN SOAL UJIAN NASIONAL MATEMATIKA SD

Jurnal Ilmu Pendidikan Vol 21, No 1 (2015): (Available for free access and download since June 1, 2015)
Publisher : Universitas Negeri Malang

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Abstract

Abstract: An Analysis of the Erroneous Concepts of Students in Solving Problems of National Ex­amination on Elementary School Mathematics. This study aimed to find information around the Na­tional Examination on Elementary School Mathematics in the 2012/2013 academic year in Kediri. The in­formation includes: (1) the underlying attributes of the test items, (2) the materials in the questions that cause many students to make mistakes, (3) types of mistakes made by the students, (4) the location of the dominant student’s misconceptions, and (5) the main cause of the student’s misconceptions. Content analysis was used in descriptive quantitative research. The sources of the data were the student answer sheets and National Exam booklet. The results show that (1) the underlying attributes of the elementary school mathematics examination items are of 67 kinds, 4 attributes of the contents, 60 attributes of the process, and 3 skills attributes; (2) the materials which cause many students to make mistakes is a matter of geometry and measurement; (3) the highest type of error is in the number of procedural errors, in ge­ometry and measurement concepts, and in the interpretation of the data processing; (4) the dominant mis­conception deals with arithmetic and basic concepts of numbers, with geometry and measurement, and with data processing of statistics; and (5) the main cause of the errors on the concept of numbers is inap­propriate implemention of arithmetic operations, misunderstanding the concept of exponential number, misapplication of formulas and concepts, and misunderstanding the concept of mean, median and mode.Keywords: misconceptions, attributes, mathematics, national examsAbstrak: Analisis Kesalahan Konsep Siswa dalam Menyelesaikan Soal Ujian Nasional Matematika SD. Penelitian ini bertujuan untuk menemukan informasi (1) atribut yang mendasari butir soal, (2) materi yang menyebabkan kesalahan, (3) jenis kesalahan, (4) letak kesalahan konsep, dan (5) penyebab utama kesalahan konsep yang dilakukan siswa dalam UN Matematika SD. Penelitian ini termasuk deskriptif kuantitatif dengan menggunakan teknik analisis konten. Sumber data berupa lembar jawaban siswa dan soal UN Matematika SD Tahun 2012/2013 di Kota Kediri. Hasil penelitian menunjukkan (1) atribut yang mendasari butir soal ada 67 atribut; (2) materi yang menyebabkan siswa banyak melakukan kesalahan adalah materi geometri dan pengukuran; (3) jenis kesalahan tertinggi pada kesalahan prosedur, kesalahan konsep, dan kesalahan penafsiran; (4) letak kesalahan konsep yang dominan adalah konsep dasar arithmetic, konsep dasar bilangan, konsep dasar geometri dan pengukuran, konsep dasar statistika; (5) penyebab utama kesalahan konsep adalah tidak menerapkan operasi hitung dengan tepat, tidak me­mahami konsep bilangan berpangkat, tidak menerapkan rumus, konsep, atau sifat-sifat bangun dengan tepat; tidak memahami konsep rata-rata, median, dan modus.Kata kunci: kesalahan konsep, matematika, ujian nasional