STUDENTS’ MISCONCEPTIONS ON RADICALS BASED ON LEARNING STYLES

NURUR ROHIM, SITI MAGHFIROTUN AMIN

Abstract


Abstract

The aim of this research are describing students’ misconceptions on radicals reviewed from learning styles. Because by knowing the learning style of students, we can repair the teaching method or the learning environment such that the misconceptions are less appear in the future.The method of the research is qualitative research. The data taken on 9th – 26th of February 2018 on grade X with 35 students.The result of the research showed that student with accommodator learning style found misconception happen on radicals definition; student with assimilator learning style found misconception happen on radicals definition and operation, especially addition/subtraction; student with diverger learning style happen misconception on radicals definition and operation, especially addition/subtraction and multiplication/division; student with converger learning style happen misconception on radicals definition and operation, especially addition/subtraction and multiplication/division. Then, the causes of misconception in radicals are: First, generalization of variable definition; Second, application of wrong radicals operation; Third, deletion of the root and square of number inside the root; Fourth, application of wrong concept through limitation or requirement that is applied on the radicals test. By knowing the misconception of students on radicals based on learning styles, every teacher must pay attention to each learning styles of students such that misconception decreases and make a meaningful learning.

Keywords: Misconception, Radicals, Learning Style









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