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All Journal Sriwijaya University Learning and Education International Conference JURNAL PENDIDIKAN TAMBUSAI Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika J-PiMat : Jurnal Pendidikan Matematika JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Mosharafa: Jurnal Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Cartesius Uninus Journal of Mathematics Educations and Science (UJMES) International Journal of Applied Learning and Research in Algebra
Redi Hermanto
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Dentistry Education Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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ANALISIS KESULITAN SISWA DALAM PEMAHAMAN KONSEP FUNGSI DAN FAKTOR PENYEBABNYA Rini Agustini; Redi Hermanto; Dedi Muhtadi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i2.4208

Abstract

This study aims to identify and analyze the types of difficulties students encounter in understanding the concept of functions, along with the contributing factors, based on indicators of conceptual understanding in mathematics. Using a qualitative descriptive approach, data were collected through diagnostic tests and semi-structured interviews with eighth-grade students at a junior high school in Tasikmalaya, Indonesia. The findings reveal that students face difficulties in six key areas: restating the definition of a function, distinguishing between examples and non-examples of functions, classifying objects based on the criteria of functions, applying concepts algorithmically, generalizing patterns from contextual situations into algebraic forms, and representing concepts graphically. These difficulties stem from weak cognitive structures, epistemological obstacles, limited meaningful learning experiences, and the dominance of procedural approaches in mathematics instruction. The results highlight the urgent need for instructional interventions that emphasize conceptual understanding, the connection among multiple representations, and the development of contextual and reflective learning designs based on students’ actual learning needs.
Co-Authors AA Gde Somatanaya Adzikra, Afwa Nabila Ali Djamhuri Anak Agung Gde Somatanaya Ananda Amalia, Rizny Apiati, Vepi Dedi Muhtadi Dedi Muhtadi Dedi Muhtadi, Dedi Edi Fitriana Afriza, Edi Fitriana Edi Hidayat Eka Nur Zakiyah Rinaldi EKO YULIANTO Elis Nurhayati Evi Herawati Fadilah, Dea Aulia Nur Firdaus, Dede Wahyu Fitria Utami, Rahmi Nur Gugum Gumilar Hetty Patmawati Ibriz, Faradisa Amanda Icha Sofia Nurazizah Muhammad Taufiq Syarifudin Natalliasari, Ike Nugraha, Depi Ardian Rahmi Nur Fitria Utami Rini Agustini Santika, Satya Savitri, Ellita Destriani Shavab, Oka Agus Kurniawan Sri Hardianti Sartika Sukirwan Sukirwan Supratman Supratman Tiana Virawanti Virawanti, Tiana Zaini, Dwiki Husni