ANALYSIS OF STUDENTS' MISCONCEPTIONS IN SOLVING MATHEMATICS PROBLEMS ON FLAT CONSTRUCTION MATERIALS

2022 This study aims to find out the misconceptions experienced by students in solving mathematical problems in the material of quadrilaterals in the fourth grade of SD Negeri 2 Biwinapada. This type of research is qualitative research. The subjects in this study were 3 fourth-grade students at SD Negeri 2 Biwinapada. Data collection techniques using tests and interviews. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results showed that the misconceptions experienced by students include: 1) classificational misconceptions, namely a) not writing down what is known and asked or other elements needed to answer questions and b) errors in determining examples of rectangular shapes which are square or square long. 2) Correlational misconceptions, namely a) errors in representing the problem in the form of pictures, b) errors in applying the area value in the formula and c) making mistakes in applying the relationship between the formula used and the problems contained in the problem. 3) Theoretical misconceptions, namely errors in writing quadrilateral units, namely area (cm) and circumference (cm2).


INTRODUCTION
Mathematics is a subject that has an important role in education. Based on the Regulation of the Minister of National Education No. 22 of 2006 concerning Content Standards for primary and secondary education units, mathematics needs to be taught to students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills as well as the ability to work together (Siswono, 2018). In addition, mathematics is also the basis of science and technology. Hence why it is necessary to be understood, taught, and mastered to make it applicable in everyday life. Therefore, mathematics must be taught starting from basic education.
The Ministry of Education and Culture (2014) explains that there are various abilities that must be mastered by students, one of which is problem-solving skills. Problem-solving is one of the goals of learning mathematics (Amaliah, Fitri, Sutirna & Rafiq, 2021). NCTM (2000) in Amaliah, Sutirna, & Zulkarnaen (2021), stated that problem-solving means engaging in a task where the solution method is not known beforehand. To find solutions, students must draw on their knowledge, and through this process, they will develop new mathematical understandings. There are several steps that can be taken to solve mathematical problems, Polya (1973) in Amaliah, Sutirna, & Zulkarnaen (2021), namely (1) understanding the problem Please delete these words (2) planning a solution (devising a plan), (3) implementing the plan and (4) checking back.
Students can be said to have good problem-solving skills if they are able to go through all stages of problem-solving. However, there are still find students who have misconceptions about solving mathematical problems. Abraham explained that students are said to have understood a concept if they have met a criterion, namely understanding, misconception, and not understanding. Meanwhile, misconceptions are things that are often experienced by students. Therefore, it is important for teachers to know the misconceptions experienced by students.
A teacher should teaching subjects from the ideas that the students already has as a benchmark for preparing learning that can reduce misconceptions and increase the concept of new ideas. That way, the teacher can help students not to experience misconceptions about the lesson, especially the mathematics lesson on the geometry of quadrilaterals, namely squares and rectangles. Suparno (2013) defines misconceptions as understanding concepts that are not in accordance with scientific understanding or the agreement of experts in the field (Ainiyah, 2015).
In this study, the researchers analyzed the types of misconceptions based on the types proposed by Moh. Amien (Ainiyah, 2015), namely: 1) classificational misconceptions, which are forms of misconceptions based on misclassification of facts into organized charts, 2) correlational misconceptions, which are forms of misconceptions based on errors regarding special events. interconnected, or observations consisting of assumptions, especially in the form of the formulation of general principles, and 3) theoretical misconceptions, which are forms of misconceptions based on errors in studying facts or events in an organized system.
Based on the results of the initial test for fourth graders at SD Negeri 2 Biwinapada, there are some students who still have misconceptions in determining formulas and performing operations to calculate the area and perimeter of a combined square and rectangular shape. Furthermore, after interviewing the teacher, sometimes he does not provide reinforcement for students if there is a misunderstanding in the explanation. Therefore, misconceptions are a condition that must be handled because they can hinder students' knowledge of mathematics, one of which is geometry material, especially in rectangular flat shapes, namely squares and rectangles. Thus, it is necessary http://eduvest.greenvest.co.id to analyze the misconceptions experienced by students. Hence, the researchers were interested in conducting research with the title analysis of student misconceptions in solving mathematical problems on the material of quadrilaterals (squares and rectangles) in grade IV SD Negeri 2 Biwinapada.

RESEARCH METHOD
This research applied qualitative approach. According Bodgan & Taylor qualitative research is one of the studies using descriptive data in the form of words or verbal and observed behavior of each subject (Sujarweni, 2014). Thus, the data obtained from this study were analyzed descriptively to determine the types of misconceptions experienced by students in solving mathematical problems in rectangular shapes, namely squares and rectangles. The subjects of this research were selected 3 fourth grade students of SD Negeri 2 Biwinapada who represented each category of ability, namely high, medium, and low, as well as students with good communication skills. This is done by researchers because they want students to be able to give or convey ideas, ideas, or reasons. So that researchers can identify more deeply the research subject. The instruments used in this research were 1) a description test of 6 numbers consisting of rectangular shape material, namely square and rectangular and 2) interviews. The data obtained were then analyzed using qualitative data analysis, proposed by Miles and Huberman, namely data reduction, data presentation and conclusion drawing (Rahimah, 2019). To compare the results of students' work with interviews, researchers used triangulation techniques to analyze students' misconceptions in solving mathematical problems on rectangular flat shapes, namely squares and rectangles.

RESULT AND DISCUSSION
After the mathematical problem solving test on the rectangular flat shape material, it can be seen that the results of the categorization of students' abilities are as follows. In order to describe students' misconceptions in solving students' mathematical problems in each category, 1 student in the high category will be selected with the subject code S-01, medium, subject code S-02, and low, subject code S-03.
Based on the test results, it can be seen that students with high abilities (S-01) are able to solve questions well. Likewise, students with moderate abilities (S-02) are quite good at answering test questions. Meanwhile, students with low abilities have not been able to solve problems well. The types of misconceptions experienced by students are described in the following table:

Discussion
There are several types of misconceptions experienced by groups with high, medium, and low abilities in class IV SD Negeri 2 Biwinapada in solving problems solving mathematical problems with rectangular flat material, namely:

Description of Classificational Misconceptions
Based on the analysis of the results of the tests and interviews, it showed that students experienced classificational misconceptions in several indicators of misconceptions on the material of rectangular flat shapes.
In the description question number 1, it relates to restating the concept of quadrilaterals (squares and rectangles). There are several answers that have misconceptions, namely S-16 and S-08 on the indicator making an error in determining the example of a rectangular flat shape which is either a square or a rectangle. This is in line with the opinion of Dedy & Sumiaty in (Fajari, 2020) states that students become poor in context because they always imitate existing examples and do not understand the construction of concepts from the results of their own thinking. This is supported by the opinion of Gita et al (2018) which states that the misconceptions that occur can be caused by the way of teaching and presenting pictures (Fajari, 2020).
In the description questions number 2, 3, 4, 5, and 6 related to the concept of area and perimeter of quadrilaterals (square and rectangle). The three subjects experienced the same misconception in answering, namely not writing down what was known and asked in the question. This is, in line with the opinion (Darmila, 2015) which states that based on the results of research conducted, students' conceptual errors are caused by several things, namely students are wrong or even unable to write down known objects clearly and completely and have difficulty interpreting the sentence questions into known objects one by one. This is also supported by the opinion of Polya (2004) in (Rofi'ah, Ansori, & Mawaddah, 2019 states that in understanding the problem, it begins with understanding the language and terms in the problem and formulating what is known, then ensuring that what is known is sufficient to determine what you want to get in the question. http://eduvest.greenvest.co.id

Description of the Correlational Misconception
Based on the analysis of test results and interviews, it was found that there were correlational misconceptions in some of the description questions. From the results of the analysis, it shows that the subjects of S-14 have correlational misconceptions which are located in questions number 1, 2, 4, and 6. S-16 have correlational misconceptions which are located in the description questions numbered 1, 3, 5 and 6. Meanwhile, S-03 experienced a correlational misconception which lies in the description questions number 1, 2, 3, 4, and 6 In the description problem number 1, it relates to the concept of quadrilaterals (squares and rectangles). Subjects S-16 and S-08 experienced a misconception, namely an error in representing the problem in the form of an image. This can be seen from the answers of students who made mistakes in determining the shapes which are types of squares and rectangles based on the existing images. This is in line with the results of Fajari's research (2020), including that students are accustomed to getting up in a flat position or building a horizontal space.
In the description problem number 2 is related to the concept of the relationship between the area and the perimeter of a rectangle. Subject S-14 applies the formula K = 2 (area + width) and S-08 applies the formula K = p + l. So that S-14 and S-08 have misconceptions, namely: students' mistakes in applying the area value in the formula and applying the perimeter formula of a rectangle that is not in accordance with the concept of the perimeter of a rectangle. This is in line with the opinion of Putra Jaeng & Sukyasa in Hanifaturrocmah, Sary, and Azizah stating that they are said to have made a conceptual error if they do not use the formula correctly and students are also unable to operate multiplication, division and subtraction.
In the description problem number 3 it is related to the concept of the area of the shaded flat shape. Subjects S-16 applied the formula L = length x area and S-8 applied the formula 12 + 4 + 8 + 32. So they experienced misconceptions, namely students' mistakes in applying the formula to solve problems. In the description problem number 4 is related to the concept of the perimeter of a rectangle. Subject S-14 applies the formula K = 2 × x (p + l) and S-08 applies the formula K = p + l. So that they experience misconceptions, namely students' mistakes in applying the formula for the perimeter of a rectangle, namely K = 2 × x (p + l) and K (p + s). In question number 5 it is related to the concept of the perimeter of a square. Subject S-16 applies the formula K = 4 (side + side). So that there is a misconception, namely an error in applying the formula to solve the problem. This is in line with the opinion of Putra Jaeng & Sukyasa which states that they are said to have made a conceptual error if they do not use the formula correctly and students are also unable to operate multiplication, division and subtraction. (Faturrochmah, Sary, & Azizah, 2021).
In the description problem number 6, related to the relationship between the formula for the area of a square and a rectangle, the three subjects experienced misconceptions in applying the formula and illustrating the shape of the land which was then made a fish pond in it. Students apply the formula for the area of the garden as L = 2 (p × l), L = p × l × s, and L = p + l + s. This is in line with the results of research by Rahayu and Arfiansyah (2021) stating that the correlational misconceptions experienced by students include students making mistakes in applying the relationship between the formulas used and the problems contained in the questions, which include errors in applying the perimeter formula of a rectangle, errors in applying the perimeter formula.