CAN REMEDYING INDUCE CONCEPTUAL CHANGE IN STUDENTS’ MISCONCEPTION OF LINEARITY?
Abstract
Abstract
Dalam kehidupan sehari-hari sering ditemukan masalah-masalah yang dapat dimodelkan ke dalam persamaan linear. Kenyataan ini menimbulkan persepsi dan generalisasi bahwa konsep linearitas dapat diaplikasikan terhadap semua permasalahan. Persepsi dan generalisasi ini tentu saja tidak benar. Generalisasi yang berlebihan dan persepsi ini seringkali ditemukan ketika siswa bekerja dengan konsep nonlinear, yakni siswa cenderung menggunakan konsep linearitas ketika menyelesaikan masalah nonlinear. Kesalahan seperti ini tentu saja bukan hanya kesalahan persepsi saja tetapi juga telah menjadi kesalahan konseptual. Banyak studi telah dilakukan guna mengetahui sumber kesalahan konseptual ini. Banyak pula studi yang dilakukan guna mengubah kesalahan konseptual pada siswa. Salah satu studi terkini dan sering diperbincangkan adalah studi yang dilakukan oleh Van Dooren, Hessel, Janssens, dan Verschaffel (2004). Dalam studinya, Van Dooren et.al (2004). melakukan intervensi terhadap 35 orang siswa kelas 8 di Finladers, Belgia. Terdapat beberapa aspek yang diabaikan dalam riset tersebut, dan berlawanan dengan konsep perubahan konseptual yang disampaikan. Berkaitan dengan masalah tersebut, pada artikel ini penulis akan mendiskusikan dan mengritisi studi yang dilakukan oleh Van Dooren et. al. (2004).
Keywords: conceptual change, linearity problem, nonlinearity problem
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DOI: https://doi.org/10.33373/pythagoras.v3i2.582
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