Abstract
Students' mathematical misconceptions are types of errors that are carried out consistently in different contexts as a result of errors in the cognitive structure of students. The purpose of this study is to describe the types of errors made by students in solving mathematical problems and determine the effectiveness of the application of assisted by e-Service Learning, in reducing misconceptions and improving students' mathematical problem-solving abilities. The population of this study was seventh-grade junior high school students in Buleleng Regency. The sample of this study consisted of 109 students spread across three school areas, determined by the area cluster random sampling technique. Research data were collected using tests, observation sheets, and interview guidelines. Data analysis was performed descriptively qualitatively and using the t-test. The results of this study were the number of students who experienced substantial errors of 29.4% consisting of 22.2% misunderstanding the concept and 7.2% misconceptions; and technical errors 41.7% consisting of 13.6% arithmetic errors, 14.5% procedural errors, and 13.6% symbol errors. The application of Cognitive Conflict Strategies assisted by e-Service Learning can reduce students 'misconceptions by 85% and is effective in improving students' mathematical problem-solving abilities.
Highlights
Problem-solving is a core activity in learning mathematics
Student mistakes in general mathematical problem solving can be in the form of procedural errors and concept errors [4,5]
Based on the foregoing, the problem to be solved in this study is to reduce students’ misconceptions through the application of Cognitive Conflict Strategies assisted by e-service learning to improve students' mathematical problem-solving abilities
Summary
Problem-solving is a core activity in learning mathematics. The ability of students in solving mathematical problems is still low. The low ability of students' mathematical problem-solving will have a direct impact on their low mathematics learning outcomes [1,2-3]. Student mistakes in general mathematical problem solving can be in the form of procedural errors and concept errors [4,5]. Misconceptions or misconceptions in mathematics are interpreted as consistent concept errors in solving different problems. The occurrence of misconceptions can be caused by many factors, including prior experience. Previous experience will color the formation of student schemata and these schemata can be developed into schemas or expected concept knowledge
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