Descriptions of Students’ Conceptual Understanding Levels (CUL) in Exponent Using Certainty of Response Index (CRI)

DOI

10.2991/assehr.k.211211.065How to use a DOI?

Keywords

understanding; concept; exponent; misconception; Certainty of Response Index (CRI)

Abstract

The study intends to determine the students’ understanding of concepts in terms of understanding the concept, understanding the concept but not sure, misconception, and not knowing the concept of Exponent using Certainty of Response Index (CRI). The type of this study is a qualitative study with a descriptive approach. The subjects of this study were 11 students, who represent each level of conceptual understanding from grade XI of Senior High School. The instruments of this study consist of objective tests and interview schedules. Levels of conceptual understanding, categorized using CRI category. This study shows that: (1) The students understand the concept well because of their high motivation in learning and their love with mathematics. (2) The students understand the concept. Still, they are unsure because of their lack of self-confidence, their high false fear, lack of mastering the mathematic concept, and not being careful in answering the questions. (3) The Students experience misconceptions caused by a lack of understanding and even misunderstanding the concept. Several types of misconceptions in this study are misconceptions in notation, misconceptions in the sequence of operations, misconceptions due to systematic errors, and misconceptions due to transformation errors. (4) The students do not understand/ do not know the concept caused they do not have knowledge in answer the question of Exponent, their lack of ability and insight in working on the questions, lack of mastering the concept, not understanding the questions, and the students lack ability in transform the questions. Suppose the teacher knows the level of conceptual understanding of students. In that case, the teacher will know the location of the material that must be emphasized so that students do not experience misconceptions. The teacher can also give special treatment for students who have misconceptions and do not understand the concept.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - St. Hartina Tahir
PY  - 2021
DA  - 2021/12/13
TI  - Descriptions of Students’ Conceptual Understanding Levels (CUL) in Exponent Using Certainty of Response Index (CRI)
BT  - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021)
PB  - Atlantis Press
SP  - 384
EP  - 389
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211211.065
DO  - 10.2991/assehr.k.211211.065
ID  - Tahir2021
ER  -