EKSPLORASI ETNOMATEMATIKA PADA KESENIAN TARI RAMPAK BEDUG BANTEN

This research aims to find out the basic mathematical elements as identified by Bishop that are present in the dance art of the Banten Bedug Rampak. Furthermore, the research aims to explore the potential for the integration of the dance art of Rampak Bedug Banten into the mathematical educational material used in schools. The research methodology used in this research is qualitative research, in particular using an ethnographic approach. The methods used to collect data include interviews, observations, and documentation. The validity of research data encompasses several strategies, such as expanding observation, increasing persistence, using reference materials, using data triangulation, and using source triangulation. The findings of this study show the existence of ethnomathematical practices and the fusion of mathematical principles in the Banten Bedug Impact dance. Banten's Dancing Impact Bedug encompasses several ethnomathematical activities including counting, locating, measuring, designing, playing, and explaining. The Beduck Impact Dance incorporates mathematical elements such as straight lines and flat shapes, among others squares of length, trapeziums, and circles. In addition, there are mathematical elements of tubular space construction and translation geometric transformation. The results of the analysis showed that Banten's dance contained mathematical elements, and the entire component of dance could be combined and applied in the context of mathematics education in schools

EKSPLORASI ETNOMATEMATIKA PADA KESENIAN TARI RAMPAK BEDUG BANTEN

This research aims to find out the basic mathematical elements as identified by Bishop that are present in the dance art of the Banten Bedug Rampak. Furthermore, the research aims to explore the potential for the integration of the dance art of Rampak Bedug Banten into the mathematical educational material used in schools. The research methodology used in this research is qualitative research, in particular using an ethnographic approach. The methods used to collect data include interviews, observations, and documentation. The validity of research data encompasses several strategies, such as expanding observation, increasing persistence, using reference materials, using data triangulation, and using source triangulation. The findings of this study show the existence of ethnomathematical practices and the fusion of mathematical principles in the Banten Bedug Impact dance. Banten's Dancing Impact Bedug encompasses several ethnomathematical activities including counting, locating, measuring, designing, playing, and explaining. The Beduck Impact Dance incorporates mathematical elements such as straight lines and flat shapes, among others squares of length, trapeziums, and circles. In addition, there are mathematical elements of tubular space construction and translation geometric transformation. The results of the analysis showed that Banten's dance contained mathematical elements, and the entire component of dance could be combined and applied in the context of mathematics education in schools

MISKONSEPSI FPB DAN KPK PADA SOAL CERITA DI SEKOLAH DASAR

The aim of this research is to find out the causes of misconceptions experienced by students when solving word problems in FPB and KPK learning materials. The research subjects were fourth grade students at SDN Pasir Gadung, Serang City. The methods used are: questionnaire, test, interviews, and documentation. The written exam was carried out by 38 class IV students at SDN Pasir Gadung. After the data is valid and the location of the misconception is known, further research is carried out involving interviews until the source of the misconception is identified. The research results showed that 43.02% of students experienced conceptual misconceptions, namely not being able to understand the concepts of FPB or KPK when solving story problems on FPB and KPK material. Systematic Misconceptions As many as 25.58% of students experienced missteps when completing story questions on FPB and KPK material. The calculated misconception is 24.42%. Students experience misconceptions about arithmetic when solving word problems in FPB and KPK learning materials. Misconceptions arise due to errors in the calculations made, especially when answering the FPB or KPK results or when determining the final results obtained. Operational misconceptions as many as 6.98% of students experienced errors when using the applied operations. The causes of misunderstanding lie in students and teaching methods. The cause of misconceptions among students is likely caused by students' associative thinking and students' low interest in learning. The cause of misunderstanding regarding teaching methods is because learning media is not utilized

ANALISIS MISKONSEPSI MATEMATIKA PADA MATERI SATUAN PANJANG DI SEKOLAH DASAR

This research aims to determine misconceptions about mathematics learning in units of length among fourth grade students at UPT SDN Sentul 1. This type of research is qualitative research with qualitative descriptive. The data collection technique used in this research was through observation, written tests and simple interviews. The subjects of this research were four students with different misconceptions. The results of this research are that each student has different misconceptions, some have translation misconceptions, concept misconceptions, strategy misconceptions, systematic misconceptions, and counting misconceptions. Therefore, a teacher must have the right strategy for delivering units of length and observing students' processes when carrying out learning activities so that the teacher can anticipate the occurrence of misconceptions in students when learning mathematics in units of length

ANALISIS KOGNITIF SISWA DALAM MENYELESAIKAN MASALAH PEMBAGIAN BILANGAN BULAT DI UPT SDN KARANG ANYAR

This journal reviews students' cognitive analysis in solving integer division problems at UPT SDN Karang Anyar. This research aims to help teachers who have difficulty teaching whole number division to their students. This type of research is qualitative research with a naturalistic paradigm. The research instruments are observation, interviews, and researchers as key instruments. The data sources for this research are the results of interviews with elementary school teachers, class IV teachers at UPT SDN Karang Anyar, and students. The results of the research show that not all students or learners are able to understand the material for dividing integers and the reason why is due to the limited memorization of the multiplication of units which must be placed at the top and bottom which is often confused by children, the material is material about how to calculate multiplication in layers. The teacher also provides ways to solve problems, namely by: 1) Memorizing multiplication regularly every day, and 2) Practicing division sideways, turning the numbers upside down

ANALISIS MISKONSEPSI PADA MATERI NILAI TEMPAT BILANGAN DI KELAS 3 SEKOLAH DASAR

Misconceptions are errors in understanding concepts, where the conception is not in accordance with scientific concepts. This research is a qualitative descriptive study which aims to describe the results of the analysis of misconceptions that occur among students in class 3 regarding the place value of numbers. Misconceptions can be grouped into three types, namely, Careless errors, Concept errors, and Careless Errors and Concept Errors. The subjects of this research were 30 students at SDN Baros 3. The research instruments used were tests, interviews and documentation. The results of the research show that students carry out misconceptions of the Charles errors (Ca) type with a percentage of 43%, and carry out Concept errors (Co) type misconceptions with a percentage of 30%. Other causes of students' misconceptions include students' lack of interest in learning mathematics subjects, teachers' lack of emphasis on material concepts during the learning process

MISKONSEPSI DALAM PEMBELAJARAN MATEMATIKA DAN CARA MENGATASINYA

Before participating in formal mathematics lessons, students often already have prior knowledge (preconceptions) about the concepts to be studied. This initial knowledge is formed from the results of student interaction with the surrounding environment. The initial knowledge that students have is not always true.  In studying mathematical concepts, students' interpretations (conceptions) of the concepts that are being learned can vary from one student to another. If the student's conception of a particular concept is contrary to the actual concept, then the student can be categorized to have a misconception. In an effort to help overcome misconceptions, it is necessary to look at the main reasons why students have misconceptions, then just look for a suitable method. Several efforts to help overcome misconceptions mostly emphasize teaching and learning activities which can create cognitive conflicts that make students aware that the concepts they have are not appropriate so students are challenged to change them

ANALISIS MISKONSEPSI MATEMATIKA PESERTA DIDIK PADA MATERI PEMBAGIAN DI SEKOLAH DASAR

Students are said to be able to understand the mathematical concepts they have studied when they are able to relate one concept to other concepts. However, in fact, there are still many students who misunderstand mathematical concepts, one of which is the concept of division. This is said to be a mathematical misconception. Mathematics misconceptions also occur in one of the elementary schools in Cikande District. Thus, the aim of this research is to analyze the misconceptions experienced by these students regarding the distribution material, causes and solutions for handling them. This research uses descriptive research methods in the form of case study research. The subject of this research was a class IV student at UPT SDN Maja, Cikande District. The data collection techniques used were interviews and written tests. The analysis technique used in this research is the qualitative analysis technique according to Miles and Huberman which includes data reduction, data display, and conclusion. The research results showed that these students experienced three mathematical misconceptions, namely conceptual misconceptions, systematic misconceptions and arithmetic misconceptions. This misconception occurs due to students not paying attention when the teacher explains the division material. Thus, the solution used to deal with this problem is to use concrete teaching aids and explain the concept of division through simple stories that are easy for students to understand

ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI KPK DAN FPB MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI) DI SEKOLAH DASAR

The misconception is a misunderstanding of a concept. Mathematical misconceptions need to be minimized because most mathematical concepts are interrelated. This research is descriptive qualitative research that aims to analyze students' misconceptions in solving the LCM (Lowest Common Multiple) and HCF (Highest Common Factor)  material questions using the Certainty of Response Index (CRI), describing the causes of misconceptions, and knowing efforts to minimize misconceptions. The research subjects were fourth grade student at SDN Sukadiri. Data collection techniques were essay tests and interviews, while the instruments used were diagnostic test questions accompanied by a CRI scale and interview guidelines. The data analysis of the essay test results was carried out by examining the students' answers and the CRI scale was given, while the interview data analysis was carried out by the stages of data reduction, data presentation, and concluding. The results showed that the percentage of students who experienced misconceptions was 27.7%. Misconceptions experienced by students were a misunderstanding of question commands, misconceptions on the concept of factors and multiples, misconceptions of multiplication and power count operations, misconceptions about determining LCM and HCF using prime factorization, misconceptions in understanding story problems related to LCM and HCF. The causes of misconceptions are learning methods, delivery of less than optimal material, wrong preconceptions, lack of thoroughness, lack of motivation to  online learning. Efforts that can be made to minimize misconceptions include learning through zoom meetings, sending learning videos, carrying out home visits, instilling perceptions, holding remedial and enrichment, holding group work activities

MISKONSEPSI MATEMATIKA MATERI KPK DAN FPB PADA SISWA KELAS IV SD NEGERI 3 KEUSIK

This journal reviews students' misconceptions about mathematics in class IV at SDN 3 Keusik. This research was conducted on elementary school students to find out misconceptions regarding KPK and FPB material. Misconceptions often occur in students at both primary and junior high school levels, due to inability to understand initial concepts and subsequent concepts, in this case regarding arithmetic operations. This research aims to determine the level of mastery of the concept of multiples, the concept of factors, the algorithm for finding the KPK and FPB, as well as distinguishing prime numbers from non-prime numbers. The research instruments are observation, interviews and researchers as key instruments. The data source in this research is the results of interviews with elementary school teachers, class IV teachers at SD Negeri 3 Keusik