Analysis of High School Students^ Misconceptions On Functional Materials to Identify Profiles of Intuitive Thinking Ability in Functional Limit Materials
Farida Leni Kusumawati, Ikrar Pramudya, Farida Nurhasanah

Master of Mathematics Education, Faculty of Teacher Training and Education,
Universitas Sebelas Maret, Surakarta


Misconceptions are one of the cognitive structures that deviate in students from the concepts put forward by experts. Deviations from a concept in mathematics will cause deviations in the other concepts. This is because the concepts in mathematics are arranged hierarchically, namely one concept becomes the basis for the next concept. The categories of student misconceptions include complete misconceptions, partial understanding misconceptions, partial understanding, and concept understanding. The problem faced by students in learning functions is that the students^ representation abilities in function material are not yet organized as a whole which will cause students to experience conceptual errors in limit function topic which is a continuation of function topic. This study aims to analyze students^ misconceptions about functions, the results of which will then be used to identify students^ intuitive thinking skills on functional limits. This study used a qualitative method with the subjects are the students of twelveth grade of SMA Al-Abidin Bilingual Boarding School Surakarta. Data collection techniques used were written tests and interviews which were analyzed descriptively. This study shows the results that each category of misconceptions will provide different types of intuitive thinking skills in limit function. Based on these reasons, the profile of students^ intuitive thinking skills needs to be identified as the basis for preparing appropriate learning. This research can be developed by developing learning models to improve students^ intuitive thinking skills.

Keywords: Misconceptions, intuitive thinking skills, learning models

Topic: Mathematics and Science Education

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