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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Dea Ananda Claudia Nainggolan
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MENGANALISIS MISKONSEPSI PADA MATERI ALJABAR PADA BUKU MATEMATIKA KELAS VII SEMESTER 1 Riris Irawati Sinurat; Dea Ananda Claudia Nainggolan; Dosta Ernauli Siregar; Citra Inova Sinaga; Samuel Christoffer Silalahi; 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.v10i03.33205

Abstract

Mathematics is a science that plays a very important role in everyday life. Mastery of mathematical concepts is essential, especially in algebra, which is a fundamental part of mathematics. However, in the algebra material presented in the Grade VII Semester 1 Mathematics textbook, Revised Edition 2016, misconceptions that potentially confuse students have been found. This study uses a descriptive qualitative approach with a literature review method to a=nalyze errors in the presentation of algebra material in the textbook. The analysis reveals several misconceptions in simplifying algebraic fractions, including errors in dividing terms within sums, errors in factoring numerators or denominators, and errors in determining common denominators when adding algebraic fractions. These misconceptions often arise due to the author's carelessness in presenting the material and inappropriate examples, which may confuse students. Therefore, improvements are necessary from the textbook author, and teachers also play a crucial role in providing additional explanations so students can correctly understand algebraic concepts. With these efforts, misconceptions are expected to be minimized, making the learning of algebra material more effective and meaningful.
ANALISIS PEMAHAMAN MAHASISWA MATEMATIKA TERHADAP KONSEP DASAR GEOMETRI EUCLID DITINJAU DARI UNSUR DASAR, AKSIOMA, POSTULAT, DAN PROPOSISI Riris Irawati Sinurat; Dea Ananda Claudia Nainggolan; Fanden Batara Damanik; KMS Muhammad Amin 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.v11i02.47758

Abstract

This study aims to analyze mathematics education students’ understanding of the basic concepts of Euclidean geometry in terms of its basic elements, axioms, postulates, and propositions. A descriptive quantitative approach was used with 42 students from the University of Medan who had taken the Euclidean Geometry course as subjects. The instrument consisted of a 10-item multiple-choice test measuring six indicators. The data were analyzed descriptively. The results showed an average score of 84.76 (Very Good category). Fifty percent of the students fell into the Very Good category and 50% into the Good category; no students were in the Fair, Poor, or Very Poor categories. The score distribution was not normal (Shapiro-Wilk p<0.05) with a sample standard deviation of 11.31. Preliminary analysis of the indicators revealed very good understanding of basic elements, postulates, and simple proofs, but weak performance in the application of concepts (only 39.13% correct) and the concept of axiomatic independence (52.17% correct). Although the overall results appear high, weaknesses in applied reasoning and axiomatic structure still need to be addressed. The study recommends strengthening the teaching of deductive reasoning and providing practice in applying theorems in non-routine contexts
Co-Authors Citra Inova Sinaga Dosta Ernauli Siregar Fanden Batara Damanik Kms Muhammad Amin Fauzi Riris Irawati Sinurat Samuel Christoffer Silalahi Wingston Leonard Sihombing