Abstract
This study aims to examine student errors on the concept of circles. Researchers conduct explorative study by giving individual written tests (two description questions) to students after learning the concept of circles in basic mathematic lectures. The participants of this study are 46 students of 2015/2016 bacth in the Department of Biology Education of a university in Indonesia. Based on the results of data analysis, more than 75% of the participants experienced errors in the concept of circles. The number of students who experienced errors in problem number 1 in the error categories err1, err2, and err3 respectively 5, 33, and 0 people. While at number 2 error err1, err2, and err3 respectively 1, 37, and 1 person.
Highlights
Student errors in a concept must be immediately handled by the lecturer
Serious misunderstandings arise when students are introduced to new mathematical concepts (Orhun, n.d.)
This study examines student errors in the concept of circle
Summary
Student errors in a concept must be immediately handled by the lecturer. Serious misunderstandings arise when students are introduced to new mathematical concepts (Orhun, n.d.). The need to assess students' understanding of new concepts by observing the use of their own terminology (Lansdell, 1999). Circle are one of the important concepts students must learn. In the concept of circle, students learn visual abilities and other high-level mathematical abilities (Budiman, 2014). There are errors of students in determining the center point and radius of the circle (Imswatama and Muhassanah, 2016). In general students experience misconceptions in correlational concepts and theoretical concepts simultaneously in determining the equation of the circle (including determining the center point and radius of the circle) (Wardani, Mardiyana, Subanti, 2016). Students cannot determine the tangent equation of a circle with certain conditions as much as 38.18% of a particular class (Rumasoren and Sugiman, 2014)
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