Analisis Miskonsepsi Aljabar Berdasarkan Hambatan Epistemologis dan Defisit Kognitif Materi Prasyarat
DOI:
https://doi.org/10.28918/circle.v6i2.2613Abstract
This study aims to identify algebraic misconceptions among eighth-grade students and analyze the underlying factors based on epistemological obstacles and cognitive deficits in prerequisite material. Employing a descriptive qualitative method, the research involved 28 students from class VIII-E at SMPN 1 Sucinaraja, with 6 subjects selected through purposive sampling for in-depth analysis. Data were collected via diagnostic tests, semi-structured interviews, and documentation. The findings indicate that dominant misconceptions occur in simplifying unlike terms, the concept of variables, exponents, and distributive operations. Epistemological obstacles arise from the students' tendency to apply arithmetic thinking to abstract algebraic structures. Meanwhile, cognitive deficits in prerequisite materials such as integer operations and the order of operations serve as a significant root cause that exacerbates these misconceptions. The study concludes that algebraic misconceptions are systematic and interconnected, necessitating a strengthening of basic mathematical concepts as a foundation before progressing to advanced algebraic topics.
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