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All Journal AXIOM : Jurnal Pendidikan dan Matematika
Safrida, Lela Nur
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.
How do students create and manipulate geometric figures in HOTS-based cuboid problems? Karimah, Aliyah Is; Suwito, Abi; Ambarwati, Reza; Susanto, Susanto; Safrida, Lela Nur
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.v14i2.20813

Abstract

Geometric intuition is a cognitive skill that supports students in solving geometry problems, one of the more challenging branches of mathematics. This study explores students' ability to create and manipulate geometric figures when working on Higher Order Thinking Skills (HOTS) problems involving cuboids. Employing a qualitative descriptive approach, the study involved 29 eighth-grade students. Data were collected through HOTS-based problem-solving tests and validated interview protocols. Students' abilities to mentally construct and transform geometric figures were assessed using two indicators: (1) visualizing shapes based on imagination and (2) generating new geometric configurations. The findings revealed that most students were unaware of alternative geometric forms embedded within the problem context. The study concludes that students across all performance levels, from low to high, demonstrated the ability to visualize shapes based on imagination. However, only students in the medium category were able to generate a new shape in one problem, whereas those in the high category successfully created new shapes in two problems.
Co-Authors Ambarwati, Reza Elma, Zidni Karimah, Aliyah Is Lestari, Nurcholif Diah Sri Oktavianingtyas, Ervin Susanto, Susanto Suwito, Abi Trapsilasiwi, Dinawati