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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Hiyoshi Friyona Silalahi
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Analisis Miskonsepsi Pada Materi Biimplikasi Dalam Pembelajaran Logika Matematika Nofa Nasywa Ramadhani; Erlanda Samuel Purba; Hiyoshi Friyona Silalahi; Ester Fransiska Nababan; Sergi Br Sembiring; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33138

Abstract

Textbooks are one of the reading resources used by prospective educators and educators as teaching materials to understand a subject before it is taught. This study aims to analyze the forms of misconceptions in the material of biimplication in mathematical logic learning, specifically in textbooks used as learning resources for students and university students. The background of this research is based on the fact that mathematical logic is a very important foundation of deductive thinking in learning, yet many difficulties in understanding and conceptual errors are still found among students and university students. The study used a descriptive qualitative approach with a content analysis method on three mathematics textbooks: Mathematics for Elementary School Teacher Education (2011), Logic & Set Theory (2010), and Mathematics for Senior High School Grade X (2006). Data were collected through a documentary study by examining definitions, truth tables, notations, and example problems related to biimplication. The results of the analysis indicate three categories of misconceptions: conceptual, procedural, and representational.
Analisis Kritis Kesalahan Kognitif Mahasiswa Semester II Jurusan Matematika UNIMED dalam Pemecahan Masalah Geometri Berbasis Etnomatematika melalui Representasi Rumah Adat Indonesia Hiyoshi Friyona Silalahi; Adam Rafli; Iren Kurnia Nadapdap; Sergi Br Sembiring; KMA Fauzi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47281

Abstract

This study aims to describe and analyze the cognitive errors of second-semester students in solving geometry problems based on ethnomathematics through the representation of Indonesian traditional houses. This research employed a descriptive qualitative approach involving 20 students as respondents. Data were collected through a questionnaire consisting of five descriptive geometry problems designed within an ethnomathematics context and documented via Google Drive. The data, in the form of students’ written responses, were analyzed by identifying errors in each problem. The results indicate that students made errors in identifying geometric shapes, understanding and interpreting problem statements, reading information accurately, performing rounding procedures, and distinguishing between plane and solid figures. From all respondents, five students were selected for in-depth analysis based on the variation of errors. The findings show that these errors are not only procedural but also related to conceptual understanding and visual interpretation. Therefore, more contextual learning with an emphasis on conceptual understanding is needed to minimize students’ cognitive errors.
Co-Authors Adam Rafli Erlanda Samuel Purba Ester Fransiska Nababan Iren Kurnia Nadapdap KMA Fauzi Nofa Nasywa Ramadhani Sergi Br Sembiring Wingston Leonard Sihombing