Analisis Jenis Miskonsepsi Peserta Didik pada Persamaan Linear Satu Variabel Berdasarkan Tingkat Beliefs Matematis Menggunakan Three Tier Test

Abstract

Misconceptions in learning linear equations in one variable remain a persistent challenge in mathematics education, often hindering students’ conceptual understanding and subsequent academic achievement. This study investigates the types of misconceptions experienced by seventh-grade students in solving linear equation problems, analyzed in relation to their mathematical beliefs. Employing a descriptive qualitative approach, the research was conducted at SMP Terpadu Al-Urwatul Wustha during the 2023/2024 academic year. Data were collected using a validated mathematical beliefs questionnaire, a three-tier diagnostic test comprising five structured questions, and semi-structured interviews with representative students categorized as having high, moderate, and low mathematical beliefs. Findings reveal that students with high mathematical beliefs demonstrate stronger conceptual understanding and fewer, more specific misconceptions, primarily of the classificational and theoretical types. In contrast, students with moderate and low mathematical beliefs tend to exhibit a broader range of misconceptions, including classificational, correlational, and theoretical errors, and frequently experience uncertainty and difficulty correcting their own mistakes. The study confirms that mathematical beliefs significantly influence the nature and intensity of students’ misconceptions in linear equations, with low-belief students being more susceptible to persistent and overlapping errors. The use of the three-tier diagnostic test proved effective in identifying misconception patterns, facilitating a nuanced understanding of the interplay between cognitive and affective factors. These insights highlight the need for adaptive teaching strategies and targeted interventions that address both conceptual understanding and students’ mathematical beliefs to minimize misconceptions and foster more meaningful learning experiences.