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All Journal AXIOM : Jurnal Pendidikan dan Matematika
Lestari, Nurcholif Diah Sri
Universitas Jember
Education Mathematics

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The identification of misconceptions in visual learners based on the certainty of response index (CRI) in solving numeracy problems in algebra Elma, Zidni; Lestari, Nurcholif Diah Sri; Oktavianingtyas, Ervin; Trapsilasiwi, Dinawati; Safrida, Lela Nur
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.20441

Abstract

This study aims to identify and analyze the misconceptions encountered by students with a visual learning style in solving algebraic numeracy problems using the Certainty of Response Index (CRI) method. The research was conducted with eighth-grade students at SMPN 4 Jember who had previously studied equations and inequalities. A qualitative descriptive approach was employed, with data collected through questionnaires, tests, and interviews. To ensure data validity, member checks were conducted. The findings reveal three distinct types of misconceptions: theoretical, correlational, and classificational. Students with a visual learning style exhibited theoretical misconceptions, including misunderstandings of variable concepts and PtLSV (Pertidaksamaan Linear Satu Variabel - One-variable Linear Inequality) framework, errors in algebraic operation principles, and flawed reasoning when responding to problems. Additionally, correlational misconceptions were identified, such as difficulties in translating given information into mathematical expressions and errors in representing concepts across different mathematical formats. These misconceptions primarily stem from students’ incomplete or inaccurate prior knowledge, limited conceptual understanding, and associative thinking patterns. To mitigate these issues, educators are encouraged to assess students’ initial comprehension through diagnostic testing, enabling early identification and correction of misconceptions. Addressing these misunderstandings at an early stage can prevent further cognitive obstacles when students engage with more complex mathematical concepts.
The analysis of students' ability to solve HOTS problems on the topic of sequences and series according to the Krulik and Rudnick stages Gayo, Aidha Ristiana Amalia; Lestari, Nurcholif Diah Sri; Oktavianingtyas, Ervin; Trapsilasiwi, Dinawati; Murtikusuma, Randi Pratama
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.24227

Abstract

This study aimed to analyze the problem-solving abilities of low-performing students in addressing Higher Order Thinking Skills (HOTS) questions on sequences and series based on the stages proposed by Krulik and Rudnick. A descriptive qualitative approach was employed in this research. Thirty senior high school students completed a problem-solving test, from which two students who obtained the lowest scores were purposively selected for in-depth analysis and semi-structured interviews. Data were collected through written tests and interviews and analyzed using Miles' stages of qualitative data analysis. The results indicated that at the read and think stage, students were able to identify relevant information but demonstrated a limited understanding of the relationships among the given data. At the explore and plan stage, students attempted to organize information but encountered difficulties, particularly when dealing with sequence-related problems. At the select a strategy stage, students identified the appropriate formula; however, they showed hesitation in applying it correctly. At the find an answer stage, students performed computational procedures but often produced inaccurate results. Finally, at the reflect and extend stage, students tended to draw conclusions without verifying the correctness of their solutions. Overall, the main difficulties were evident in conceptual understanding, consistency in strategy application, and reflective evaluation.
Co-Authors Elma, Zidni Gayo, Aidha Ristiana Amalia Murtikusuma, Randi Pratama Oktavianingtyas, Ervin Safrida, Lela Nur Trapsilasiwi, Dinawati