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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Scholastic Operations Research: International Conference Series Journal of Education Research EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat
Devita, Dewi
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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ANALYSIS OF STUDENTS MISCONCEPTIONS IN SOLVING QUADRATIC INEQUALITIES: A CASE STUDY IN THE INFORMATICS STUDY PROGRAM Devita, Dewi; Erdriani, Deby; Marhayati, Laila
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1384

Abstract

Strong mathematical foundations are crucial for informatics students, yet they frequently encounter difficulties with foundational topics such as quadratic inequalities, revealing a significant disconnect between procedural competence and conceptual understanding. This study investigates the nature and origins of misconceptions in solving quadratic inequalities among informatics students, using Vergnaud’s Theory of Conceptual Fields as an analytical framework. A qualitative case study was conducted with 28 students from an Informatics Study Program. Data were collected through triangulation, including analysis of written solutions to five inequality problems and a self-report questionnaire featuring Likert-scale and open-ended questions. The analysis followed four stages: error identification, frequency profiling, cognitive scheme analysis, and representational analysis. Findings indicate that the most common errors were procedural, notably incorrect sign reversal when multiplying or dividing by a negative number (46.4% reported high difficulty) and misdetermining solution intervals for perfect square inequalities (39.3%). Conceptual errors were linked to underdeveloped cognitive schemes, especially in connecting critical points to interval testing and translating contextual problems into mathematical symbols.
Co-Authors Erdriani, Deby Laila Marhayati Puspitasari, Avisa Kemala Putra S, Gemilang Ralfianandha Risdawati, Risdawati Rismaini , Lili Rismaini, Lili S, Faeza Rezi Teni Suriani