The analysis of Students’ Misconceptions Using Certainty of Response Index (CRI) on Derivative Materials
Keywords:
Certainty of Response Index (CRI), Misconceptions, DerivativesAbstract
This study aimed to identify the extent of misconceptions and factors experienced by students at SMA Negeri 7 Lhokseumawe in derived materials. Students’ misconceptions were identified by using a test that noted students' ability to understand mathematical concepts. The test was equipped with a Certainty of Response Index (CRI) showing the level of student confidence, the results of which were analyzed to investigate students’ misconceptions. This study was designed using a qualitative research method. The subjects were a number of 6 students, selected purposively. The data were collected through tests, interviews, and documentation. The emerging results of students’ misconceptions and factors influencing their learning were analyzed through data reduction, presentation, and drawing conclusions. The results indicated that the number of misconceptions that occurred in students was 32.34%, while the number of those who did not understand the concept was 67.08%. The number of students who did not understand the concept was higher than those who were capable of. The students’ misconceptions per se were triggered by their associative thinking, incomplete reasoning, learning interest, and teacher teaching methods.
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