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All Journal Juring (Journal for Research in Mathematics Learning) Journal of General Education and Humanities
Kamid Kamid
Jambi University
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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Analysis of Students' Misconceptions in The Exponential Numbers Material in Terms of Concept Understanding Through Four-Tier Diagnostic Tests Based on Gender Muhammad Zilfikri; Kamid Kamid; Evita Anggereini
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1071

Abstract

Misconceptions are a fundamental problem in mathematics learning because they can hinder students’ understanding of more advanced concepts, particularly in exponentiation. This study aims to describe students’ misconceptions in exponentiation material in terms of conceptual understanding using a four-tier diagnostic test stratified by gender. This research employed a descriptive, qualitative approach. The research subjects were eighth-grade students of SMP Negeri 31 Tanjung Jabung Timur in the odd semester of the 2025/2026 academic year, selected using purposive sampling, namely, students identified as experiencing misconceptions. The research instruments consisted of a four-tier diagnostic test equipped with the Certainty of Response Index (CRI) and semi-structured interview guidelines. Data were analysed by classifying students’ responses into the following categories: conceptual understanding, partial understanding, false understanding (positive and negative), misconceptions, and lack of conceptual understanding. The results showed that 23 of 38 students experienced misconceptions, with a higher proportion among male students than among female students. The identified misconceptions included generalisation, notation, overspecialization, and mathematical language. These findings indicate that gender differences influence students’ tendencies to experience misconceptions in exponentiation material. Therefore, the four-tier diagnostic test is effective for identifying misconceptions in depth and can serve as a basis for teachers to design more appropriate instructional strategies to reduce students’ misconceptions.
The Influence of Collaborative Learning on Students' Misconceptions about Polynomials Maifa Munsyaila Putri; Nizlel Huda; Syaiful Syaiful; Kamid Kamid
Juring (Journal for Research in Mathematics Learning) Vol. 8 No. 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.37566

Abstract

Misconceptions in polynomial material pose a significant issue in mathematics education, hindering students’ conceptual understanding. This study aims to examine the effect of collaborative learning on students’ misconceptions regarding polynomials in Grade XI at SMA Negeri 14 Kota Jambi. The research employed a quasi-experimental nonequivalent control-group design involving 57 students: 28 in the experimental group and 29 in the control group. The research instrument was a diagnostic test in the form of essay items, validated by subject matter experts, and administered as both a pretest and a posttest to measure misconceptions in polynomial operations, polynomial division, and the factors and roots of polynomial equations. Data were analyzed using descriptive statistics, gain scores, and an independent sample t-test. The results indicated that collaborative learning was highly effective in reducing student misconceptions. The experimental group showed a 42.3% reduction in misconception scores (from 71.29 to 41.14), while the control group experienced only a 12.2% decrease (from 70.93 to 62.24). Hypothesis testing revealed a highly significant difference (p < 0.001) with a very large effect size (Cohen’s d = 8.848). All students in the experimental group reached the low misconception category, whereas all students in the control group remained in the moderate category. Therefore, collaborative learning was proven to be more effective than conventional instruction in addressing students’ misconceptions
Co-Authors Evita Anggereini Maifa Munsyaila Putri Muhammad Zilfikri Nizlel Huda Syaiful Syaiful