Analisis Faktor Penyebab miskonsepsi Mahasiswa pada Materi Aljabar: Perspektif Kognitif dan Pedagogis
DOI:
https://doi.org/10.53696/venn.v4i2.264Keywords:
miskonsepsi aljabar, faktor kognitif, faktor pedagogis, strategi pembelajaranAbstract
Miskonsepsi dalam matematika menjadi kendala yang cukup besar bagi siswa di jenjang pendidikan tinggi. Studi ini berupaya mengidentifikasi kategori miskonsepsi yang dialami siswa. Selain itu, penelitian ini juga meneliti variabel kognitif dan pedagogis yang menyebabkan miskonsepsi tersebut. Akhirnya, penelitian ini mengembangkan strategi pembelajaran yang efektif untuk mengatasi masalah ini. Penelitian ini menggunakan metodologi kualitatif dengan kerangka deskriptif, yang menggabungkan observasi, wawancara, dan analisis asesmen diagnostik siswa yang terdaftar di kelas aljabar. Temuan menunjukkan bahwa siswa mengalami berbagai kategori miskonsepsi, yang meliputi miskonsepsi konseptual, prosedural, dan representasional. Elemen kognitif yang menyebabkan miskonsepsi meliputi keterbatasan daya ingat, tantangan dalam penalaran abstrak, dan skema kognitif yang cacat. Tidak adanya strategi pembelajaran berbasis pemecahan masalah dan pendekatan instruksional yang mengutamakan pengetahuan prosedural daripada pemahaman konseptual merupakan dua elemen pedagogis yang berkontribusi terhadap berlanjutnya miskonsepsi. Studi ini menganjurkan metodologi pembelajaran interaktif dan berbasis teknologi yang ditingkatkan untuk menambah pemahaman siswa, termasuk percakapan berbasis masalah, teknik berbantuan teknologi, dan peningkatan keterlibatan siswa dalam proses pendidikan. Dengan menggunakan taktik yang tepat, diharapkan miskonsepsi akan berkurang dan pemahaman siswa terhadap topik aljabar akan meningkat pesat.
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