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Pujiono Sihite
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Analisis Miskonsepsi Nilai π pada Materi Lingkaran dalam Buku Senang Belajar Matematika: Antara Nilai Sebenarnya dan Realitas Irasional Syifa Eriza Nasution; Joyce Lidya Patricia Daeli; Pujiono Sihite; Marcelly Claudia Sagala; Immanuel Simbolon; 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.v10i03.33148

Abstract

Understanding mathematical concepts is inseparable from the clarity of their definitions and presentation in textbooks. One fundamental concept that frequently appears in school curricula, from elementary, middle, and high school levels, is the constant π (phi) in the topic of circles. Mathematically, π is an irrational number obtained from the ratio of a circle's circumference to its diameter. However, in practical learning, the value of π is often simplified to or 3.14. This practical presentation has the potential to lead to misconceptions in students, namely, that they assume π is a rational number. This study used qualitative methods with document analysis techniques in the "Happy Learning Mathematics" book. The results of the analysis indicate an emphasis on the use of the value π = or 3.14 without explaining its irrational nature. As a result, students tend to memorize practical formulas and numbers without understanding that these two values are only approximations and that π is an irrational number with infinite decimal places.
Studi Analisis Kesalahan Konsep dalam Buku Kalkulus Multivariabel dan Implikasinya Terhadap Pendidikan Matematika Suwanto; Pujiono Sihite; Nurul Azmira Pane; Venesya Pitta Rezeki Siburian; Joyce Lidia Patricia Daeli; Mukhtar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 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.v10i04.36783

Abstract

The precise definition and presentation of concepts play a crucial role in students’ understanding of advanced mathematics. This study aims to analyze the alignment of the content in the Multivariable Calculus textbook with mathematically correct concepts and to identify sections that may lead to misconceptions. The method employed is a qualitative-descriptive analysis through content analysis, focusing on definitions, explanations, and example problems presented in the Multivariable Calculus textbook under study. The analysis results indicate several inaccuracies in the presentation, such as inconsistent use of symbols and unclear explanations of concepts. These inaccuracies have the potential to hinder students’ conceptual understanding. This study recommends a thorough review of the content in the Multivariable Calculus textbook to ensure conformity with mathematical principles and to support the learning process.
Co-Authors Immanuel Simbolon Joyce Lidia Patricia Daeli Joyce Lidya Patricia Daeli Marcelly Claudia Sagala Mukhtar Nurul Azmira Pane Suwanto Syifa Eriza Nasution Venesya Pitta Rezeki Siburian Wingston Leonard Sihombing