Electronic Theses and Dissertation

Dinda Aulia. (2025). Pembelajaran Remedial Berbasis Representasi Matematis dalam Mengatasi Miskonsepsi Siswa pada Materi Bentuk Aljabar di SMP. [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Cut Morina Zubainur, S.Pd., M.Pd., dan Dr. Usman, S.Pd., M.Pd.

Miskonsepsi masih menjadi kendala utama dalam pembelajaran matematika di tingkat SMP, khususnya pada materi bentuk aljabar yang menuntut pemahaman konseptual. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa dan mendeskripsikan perubahan jenis-jenis miskonsepsi siswa setelah penerapan pembelajaran remedial berbasis representasi matematis pada materi bentuk aljabar. Penelitian ini menggunakan metode mixed methods dengan desain explanatory sequential. Subjek penelitian adalah 33 siswa kelas VIII-2 SMP Negeri 6 Kota Banda Aceh yang dipilih secara purposive sampling. Instrumen penelitian terdiri atas tes diagnostik tiga tingkat dan wawancara. Data kuantitatif dianalisis dengan uji paired t test sedangkan data kualitatif dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa nilai sig. (2-tailed) data N-gain adalah 0,000 yang berarti terdapat peningkatan pemahaman konsep siswa setelah pembelajaran remedial berbasis representasi matematis pada materi bentuk aljabar. Rata-rata persentase siswa yang tidak mengalami miskonsepsi setelah pembelajaran remedial sebesar 21,5% dan rata-rata persentase siswa yang mengalami miskonsepsi sebesar 9,8%. Siswa yang sebelumnya mengalami miskonsepsi mampu memperbaiki pemahamannya dengan bantuan representasi matematis visual, simbolik, dan verbal. Implikasi penelitian ini menunjukkan bahwa pembelajaran remedial berbasis representasi matematis efektif untuk meningkatkan pemahaman konseptual dan menurunan miskonsepsi siswa.
Kata kunci: Bentuk aljabar, miskonsepsi, pemahaman konsep, pembelajaran remedial, representasi matematis.

Dinda Aulia. (2025). Mathematical Representation-Based Remedial Learning in Overcoming Students’ Misconceptions on Algebraic Expression in Junior High Schools. [Tesis. Universitas Syiah Kuala]. Under direction of Dr. Cut Morina Zubainur, S.Pd., M.Pd., dan Dr. Usman, S.Pd., M.Pd. Misconceptions remain a major challenge in mathematics learning at the junior high school level, particularly in algebraic expression topics that require strong conceptual understanding. This study aims to identify the improvement of students’ conceptual understanding and describe the types of misconceptions corrected by students after the implementation of remedial instruction based on mathematical representations. The research employed a mixed methods approach with an explanatory sequential design. The participants were 33 eighth-grade students from SMP Negeri 6 Kota Banda Aceh, selected through purposive sampling. The instruments consisted of a three-tier diagnostic test and interviews. Quantitative data were analyzed using paired sample t-test and descriptive statistics, while qualitative data were analyzed through the processes of data reduction, data display, and conclusion drawing. The results of the study showed that the sig. (2-tailed) value of the N-gain data was 0.000, which means there was an increase in students' conceptual understanding after remedial learning based on mathematical representation on algebraic forms. The average percentage of students who did not experience misconceptions after remedial learning was 21.5% and the average percentage of students who experienced misconceptions was 9.8%. Students who previously experienced misconceptions were able to improve their understanding with the help of visual, symbolic, and verbal mathematical representations. The implications of this study indicate that remedial learning based on mathematical representations is effective in improving conceptual understanding and reducing students' misconceptions. Keywords: algebraic expressions, conceptual understanding, misconceptions, remedial teaching, mathematical representation