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All Journal Journal of General Education and Humanities Academia Open
Zilfikri, Muhammad
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Humanities Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Other

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Gender Differences in Students Misconceptions on Exponentiation Concepts: Perbedaan Gender dalam Miskonsepsi Siswa pada Konsep Bilangan Berpangkat Zilfikri, Muhammad; Kamid, Kamid ⁠; Anggereini, Evita
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13973

Abstract

General Background Misconceptions represent a fundamental issue in mathematics learning that can hinder students’ understanding of advanced concepts, particularly in exponentiation. Specific Background Students frequently experience conceptual errors in exponentiation, including generalization, notation, specialization, and mathematical language, which remain undetected due to limited use of diagnostic assessment. Knowledge Gap Previous practices have not sufficiently applied four-tier diagnostic tests combined with Certainty of Response Index to deeply identify misconceptions and their variation based on gender. Aims This study aims to describe students’ misconceptions in exponentiation concepts through conceptual understanding using a four-tier diagnostic test based on gender. Results The findings revealed that 23 out of 38 students experienced misconceptions, with a higher proportion among male students, characterized by dominance in generalization and symbolic notation errors, while female students tended to show misconceptions in language and conceptual application. Novelty The novelty lies in integrating a four-tier diagnostic test with CRI to uncover misconception characteristics and differentiate cognitive patterns between male and female students in exponentiation material. Implications These results indicate the necessity of gender-adaptive instructional strategies and periodic diagnostic assessment to identify misconceptions and design targeted learning interventions for improving conceptual understanding. HIGHLIGHTS • Higher misconception proportion observed among male learners compared to female learners• Distinct cognitive patterns identified between symbolic reasoning and language-based understanding• Diagnostic assessment reveals varied categories of conceptual misunderstanding KEYWORDS Misconceptions; Exponentiation; Four-Tier Diagnostic Test; Conceptual Understanding; Gender
Analysis of Students' Misconceptions in The Exponential Numbers Material in Terms of Concept Understanding Through Four-Tier Diagnostic Tests Based on Gender Zilfikri, Muhammad; Kamid, Kamid; Anggereini, Evita
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1071

Abstract

Misconceptions are a fundamental problem in mathematics learning because they can hinder students’ understanding of more advanced concepts, particularly in exponentiation. This study aims to describe students’ misconceptions in exponentiation material in terms of conceptual understanding using a four-tier diagnostic test stratified by gender. This research employed a descriptive, qualitative approach. The research subjects were eighth-grade students of SMP Negeri 31 Tanjung Jabung Timur in the odd semester of the 2025/2026 academic year, selected using purposive sampling, namely, students identified as experiencing misconceptions. The research instruments consisted of a four-tier diagnostic test equipped with the Certainty of Response Index (CRI) and semi-structured interview guidelines. Data were analysed by classifying students’ responses into the following categories: conceptual understanding, partial understanding, false understanding (positive and negative), misconceptions, and lack of conceptual understanding. The results showed that 23 of 38 students experienced misconceptions, with a higher proportion among male students than among female students. The identified misconceptions included generalisation, notation, overspecialization, and mathematical language. These findings indicate that gender differences influence students’ tendencies to experience misconceptions in exponentiation material. Therefore, the four-tier diagnostic test is effective for identifying misconceptions in depth and can serve as a basis for teachers to design more appropriate instructional strategies to reduce students’ misconceptions.
Co-Authors Evita Anggereini Kamid, Kamid Kamid, Kamid ⁠