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Pendas : Jurnah Ilmiah Pendidikan Dasar
Published by Universitas Pasundan
ISSN : 24772143     EISSN : 25486950     DOI : 10.23969
Core Subject : Education,
Other
Pendas : Jurnah Ilmiah Pendidikan Dasar is a journal published twice a year, namely in June and December that aims to be a forum for scientific publications to pour ideas and studies complemented with the results of research related to primary school education. To achieve this, basic education journals will selectively disseminate ideas and studies complemented by quality research results related to basic education, develop an education center to the elementary-school that can produce innovative, creative and original work and tested in the field of education and learning elementary School to be disseminated and implemented for improving the quality of primary-to-national education at the national, regional and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 15,076 Documents
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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 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.
Analisis Miskonsepsi Definisi Bilangan Prima dalam Buku Ajar Matematika Indah Ayu Ramadany; Nurul Azmira Pane; Yolanda Naomi Sagala; Steven Samuel Harianja; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33153

Abstract

Definisi matematika adalah hal utama dalam menunjang pemahaman konsep pada peserta didik. Salah satu konsep yang kerap muncul dalam kurikulum matematika adalah bilangan prima. Penelitian ini bertujuan menganalisis kesesuaian definisi bilangan prima yang disajikan dalam buku ajar matematika dengan bukti nyata dari bilangan prima itu sendiri dalam literatur matematika. Penelitian ini dibuat menggunakan metode analisis kualitatif-deskriptif dengan metode analisis isi terhadap buku ajar matematika. Hasil dari analisis menunjukkan adanya ketidaktepatan dan miskonsepsi terhadap definisi bilangan prima. Miskonsepsi ini berpotensi menimbulkan kebingungan dalam pemahaman konsep bilangan prima, terutama pada bilangan 1 yang termasuk kedalam bilangan prima jika disesuaikan dengan konsep yang berlaku. Penelitian ini merekomendasikan perlunya ada evaluasi dan revisi terhadap buku ajar matematika agar sejalan dengan kaidah matematika yang benar dan mendukung perkembangan proses pembelajaran matematika.
ANALISIS MISKONSEPSI PESERTA DIDIK PADA MATERI PERSAMAAN LINIER SATU VARIABEL DALAM BUKU MATEMATIKA TINGKAT SMP Adam Rafli; Intan Ria Utami Limbong; Venesya Pitta Rezeki Siburian; Samuel Tappin Martua Sitorus; Edwina Pardosi; 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.v10i03.33165

Abstract

This research aims to analyze various forms of misconceptions in the understanding of students regarding the material of Linear Equations in One Variable (LEOV) found in junior high school mathematics textbooks. The method used in this study is qualitative descriptive analysis by examining the material, examples, and questions that have the potential to cause misconceptions. Data were obtained through content analysis of the books and identifying conceptual errors that may be experienced by students. The results of the study indicate that there are still several misconceptions that arise regarding the material, including errors in understanding the concept of an equation as an open statement, mistakes in writing Linear Equations in One Variable, and errors in operating that material. These findings demonstrate the need for improvement in all forms of material presentation and teaching strategies to minimize misconceptions. Thus, this analysis is expected to provide input for teachers and textbook authors to enhance the quality of mathematics education at the junior high school level.
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 MISKONSEPSI MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL PADA BUKU PELAJARAN MATEMATIKA UNTUK SMP/MTs KELAS VIII EDISI REVISI 2017 Fery Sinabutar; Julia Agnesia Harianja; Goodwill Lumbantobing; Inna Umi Fadillah; Wan Saskia Putri; 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.v10i03.33236

Abstract

This study aims to analyze misconceptions found in the material of Two-Variable Linear Equation Systems (SPLDV) in the 2017 revised edition of Mathematics textbooks for grade VIII of SMP/MTs. The method used is content analysis with a qualitative approach to identify errors in material presentation that potentially cause misconceptions among students. The results reveal errors related to facts, concepts, principles, and operations in the textbook that may affect students’ understanding of SPLDV. These findings are expected to provide input for textbook developers and teachers to improve the quality of mathematics learning
STUDI ANALISIS ISI BUKU MATEMATIKA: MISKONSEPSI YANG SERING MUNCUL PADA MATERI SIFAT-SIFAT EKSPONEN Chrisinta Yuli Yanti Simanjuntak; Nehemia Elovani P. Tarigan; Dzar Dzahira Aziz; Fatmawati Waruwu; Tresia Simorangkir; 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.v10i03.33260

Abstract

This study aims to identify and examine misconceptions in the presentation of exponent topics in junior and senior high school mathematics textbooks. Such misconceptions often arise from shallow conceptual understanding and instructional approaches that emphasize rote memorization rather than logical and conceptual explanations. This research employs a descriptive qualitative approach through literature review of mathematics textbooks and supporting studies from various schools. The analysis reveals several types of misconceptions: (1) misunderstanding of the zero exponent rule, (2) interpreting exponents as ordinary multiplication, (3) errors in negative exponents, (4) incorrect operations with different bases, and (5) misinterpretation of fractional exponents. These findings highlight the importance of presenting exponents conceptually, logically, and contextually to help students gain accurate and meaningful understanding. This study is expected to serve as a reference for teachers, textbook authors, and curriculum developers to improve the quality of mathematics education.
Analisis Miskonsepsi dan Perbaikan Konsep Kesebangunan dan Kekongruenan pada Buku Matematika SMP dengan Metode Library Research (Studi Pustaka) Windy.H; Rebecca.S; Nurul.N; Agung.B; Zuhra.M; 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.v10i03.33270

Abstract

Mathematics is an important part of education, from elementary school to college. Therefore, learning mathematics in elementary and middle school is very important for students, as it forms the basis for their academic development in the next level. One of the topics covered in the junior high school mathematics textbook is similarity and congruence, which are concepts related to the similarity of shapes and the comparison of sizes between two geometric figures. However, in practice, misconceptions are often found in the textbooks used. Misconceptions are understandings that are not in line with scientific definitions or do not correspond to the views agreed upon by mathematics experts. This study aims to: (1) identify misconceptions found in several junior high school mathematics textbooks on the material of similarity and congruence. (2) To identify corrections to misconceptions in mathematics textbooks by comparing the content of these textbooks with the correct definitions according to experts. (3) To identify corrections to these misconceptions by conducting proofs carried out by the author. The research method used is library research or literature study, which is carried out by identifying the research topic, formulating research questions, searching for literature, selecting literature, and finally analyzing the literature on junior high school mathematics textbooks on similarity and congruence. The results of the study revealed misconceptions about the meaning of congruence, leading to the correct and clear definition of congruence as two figures (geometric) that have the same shape, where corresponding angles are equal in size, and corresponding sides are equal or proportional in length, even though their sizes may differ.
ANALISIS MISKONSEPSI MATERI BILANGAN DESIMAL PADA BUKU PELAJARAN MATEMATIKA SISWA SMP KELAS VII Alya Anggriani Sinaga; Nia Novita Insani Sinaga; Cintya Agatha Rumahombar; Putri Arga L. Munte; 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.v10i03.33282

Abstract

This study aims to analyze the types of misconceptions found in the presentation of decimal number material in grade VII junior high school mathematics textbooks. The research method used was qualitative with a content analysis approach. The data sources consisted of two officially published mathematics textbooks by the government, namely the 2017 revised Curriculum 2013 edition and the 2022 Merdeka Curriculum edition. Data were collected through documentation, misconception identification, and systematic note-taking, then analyzed through data reduction, categorization, interpretation, and conclusion drawing. The findings revealed five main types of misconceptions: (1) place value misconceptions; (2) misconceptions in comparing decimal numbers; (3) misconceptions in decimal operations; (4) misconceptions in converting fractions to decimals; and (5) misconceptions in understanding the equivalence of fractions and decimals. These findings indicate that textbooks still have the potential to generate misconceptions if not accompanied by sufficient conceptual explanations.
MISKONSEPSI TEOREMA PHYTAGORAS PADA BUKU AJAR SISWA SEKOLAH MENEGAH PERTAMA DENGAN PERBANDINGAN YANG BENAR Christine Amori Damanik; Reka Bayu; Intan Novita Sari Simanullang; Sabam Isay Sianipar; 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.v10i03.33291

Abstract

This study aims to analyze misconceptions of the Pythagorean Theorem found in the Grade VIII Junior High School/Islamic Junior High School Mathematics textbook (Kemdikbud, 2022) and to compare them with the correct mathematical concepts. The research method used is qualitative with a content analysis approach, in which data were collected through document review of concept explanations, illustrations, examples, and exercises related to the Pythagorean Theorem. The results of the study reveal potential misconceptions, including the assumption that the Pythagorean Theorem applies to all types of triangles, a lack of clarity in identifying the hypotenuse as the longest side opposite the right angle, and students’ tendency to memorize Pythagorean triples without understanding the mathematical logic behind them. Comparison with the correct concepts shows that these misconceptions stem from insufficient conceptual emphasis, limited use of illustrations, and examples that focus more on procedures than on understanding. These findings indicate the need for improvements in the presentation of textbook material by adding emphasis on the conditions of right-angled triangles, the definition of the hypotenuse, and detailed explanations of Pythagorean triples. Thus, this study is expected to provide input for teachers and textbook authors in designing more conceptually oriented mathematics instruction, so that students’ understanding of the Pythagorean Theorem becomes more accurate and in-depth.

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