Analisis Miskonsepsi Materi Pecahan melalui Three Tier Test Berdasarkan Tingkat Self-Confidence Peserta Didik SMP

Abstract

Conceptual understanding is crucial in mathematics education, yet many students persistently experience misconceptions, particularly in the domain of fractions. This study investigates the patterns and types of misconceptions among junior high school students regarding fraction concepts, analyzed through the lens of self-confidence levels. Employing an exploratory qualitative approach, data were collected from eighth-grade students at SMP Negeri 1 Wanareja using a validated three-tier diagnostic test, a self-confidence questionnaire, and unstructured interviews. The three-tier test enabled differentiation between mere lack of knowledge and resistant misconceptions by incorporating confidence judgments into responses. Three representative participants each with high, moderate, and low self-confidence were selected for in depth analysis. Results revealed that all participants, regardless of self-confidence level, exhibited misconceptions, although the nature and intensity varied. Students with high self-confidence demonstrated misconceptions in classifying proper fractions, representing fractions visually, and understanding the concept of least common multiples, yet displayed independence and certainty in their problem-solving. Those with moderate self-confidence exhibited misconceptions in identifying equivalent fractions and executing operations, often relying on intuition. Participants with low self-confidence struggled most, showing misconceptions across basic concepts and a strong dependence on others. The findings underscore that self-confidence correlates with the ability to overcome conceptual challenges but does not immunize students from deeply rooted misconceptions. The study highlights the effectiveness of the three-tier diagnostic instrument and recommends early diagnostic assessment, targeted instructional interventions, and the fostering of self-confidence to minimize persistent misconceptions in mathematics learning.