ANALISIS MISKONSEPSI SISWA SEKOLAH DASAR DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI KPK DAN FPB MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI)

MISCONCEPTION ANALYSIS OF PRIMARY SCHOOL STUDENTS IN COMPLETING MATERIAL PROBLEMS IN LCM AND HCF USING CERTAINTY OF RESPONSE INDEX (CRI)

Miskonsepsi adalah kesalahan pemahaman terhadap suatu konsep. Miskonsepsi matematika perlu diminimalisir karena sebagian besar konsep matematika saling berkaitan.  Penelitian ini merupakan penelitian kualitatif deskriptif yang bertujuan untuk menganalisis miskonsepsi siswa dalam menyelesaikan soal materi KPK dan FPB menggunakan Certainty of Response Index (CRI), mendeskripsikan penyebab miskonsepsi, serta mengetahui upaya untuk meminimalisir miskonsepsi. Subyek penelitian adalah siswa kelas IV SDN Randuharjo 2 sejumlah 26 siswa. Teknik pengumpulan data yaitu dengan tes uraian dan wawancara, sedangkan instrumen yang digunakan yaitu soal tes diagnosis yang disertai skala CRI, dan pedoman wawancara. Analisis data hasil tes uraian dilakukan dengan memeriksa jawaban siswa dan skala CRI diberikan, sedangkan analisis data wawancara dilakukan dengan tahap reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menunjukkan persentase siswa yang mengalami miskonsepsi yaitu 27,7%. Miskonsepsi yang dialami siswa adalah kesalahan memahami perintah soal, miskonsepsi pada konsep faktor dan kelipatan, miskonsepsi operasi hitung perkalian dan bilangan berpangkat, miskonsepsi menentukan KPK dan FPB menggunakan faktorisasi prima, miskonsepsi dalam memahami soal cerita yang berkaitan dengan KPK dan FPB. Penyebab miskonsepsi yakni metode pembelajaran, penyampaian materi kurang maksimal, prakonsepsi yang salah, kurangnya ketelitian, kurangnya motivasi belajar saat daring. Upaya yang dapat dilakukan untuk meminimalisir miskonsepsi yakni melakukan pembelajaran melalui zoom meeting, mengirimkan video pembelajaran, melaksanakan home visit, menanamkan apersepsi, mengadakan remedial dan pengayaan, diadakan kegiatan kerja kelompok.

Kata Kunci: Miskonsepsi, Certainty of Response Index, KPK dan FPB

The misconception is a misunderstanding of a concept. Mathematical misconceptions need to be minimized because most mathematical concepts are interrelated. This research is descriptive qualitative research that aims to analyze students' misconceptions in solving the LCM (Lowest Common Multiple) and HCF (Highest Common Factor)  material questions using the Certainty of Response Index (CRI), describing the causes of misconceptions, and knowing efforts to minimize misconceptions. The research subjects were fourth grade student at SDN Randuharjo 2. Data collection techniques were essay tests and interviews, while the instruments used were diagnostic test questions accompanied by a CRI scale and interview guidelines. The data analysis of the essay test results was carried out by examining the students' answers and the CRI scale was given, while the interview data analysis was carried out by the stages of data reduction, data presentation, and concluding. The results showed that the percentage of students who experienced misconceptions was 27.7%. Misconceptions experienced by students were a misunderstanding of question commands, misconceptions on the concept of factors and multiples, misconceptions of multiplication and power count operations, misconceptions about determining LCM and HCF using prime factorization, misconceptions in understanding story problems related to LCM and HCF. The causes of misconceptions are learning methods, delivery of less than optimal material, wrong preconceptions, lack of thoroughness, lack of motivation to  online learning. Efforts that can be made to minimize misconceptions include learning through zoom meetings, sending learning videos, carrying out home visits, instilling perceptions, holding remedial and enrichment, holding group work activities.

Keywords: Missconception, Certainty of Response Index, LCM and HCF