Kesulitan peserta didik pada materi luas permukaan dan volume limas
DOI:
https://doi.org/10.31980/pme.v2i3.1729Keywords:
learning difficulties 1; surface area of a pyramid 2; volume of a pyramid 3; three-dimensional visualization 4; spatial ability 5., learning difficulties, surface area of a pyramid, volume of a pyramid;, volume of a pyramid, three-dimensional visualization, spatial ability, kesulitan belajar, luas permukaan limas, volume limas, visualisasi tiga dimensi, kemampuan spasialAbstract
A deep understanding of the concepts of surface area and volume of pyramids is a fundamental competency in secondary school mathematics education. However, many students struggle to master this material, which impacts their academic achievement. This research aims to identify and analyze students' various difficulties in learning these concepts and explore the underlying factors contributing to these challenges. Using a qualitative approach with a case study method, data were collected through in-depth interviews, classroom observations, and specially designed diagnostic tests, involving 30 eighth-grade students selected purposively based on their varying understanding of the material. The research findings indicate that the primary difficulties experienced by students include the inability to visualize the three-dimensional shape of a pyramid, errors in applying formulas, and misconceptions related to the relationship between surface area and volume. Factors such as limited spatial ability, a lack of understanding of prerequisite concepts, and less interactive teaching methods were identified as the main causes of these difficulties. These findings emphasize the importance of implementing more contextual and visual learning strategies, including manipulative media and interactive technology, to enhance students’ conceptual understanding. The implications of this research suggest the need for the development of more adaptive and innovative curricula and teaching methods to overcome learning barriers and improve the overall quality of mathematics education.
Pemahaman yang mendalam terhadap konsep luas permukaan dan volume limas merupakan kompetensi fundamental dalam pembelajaran matematika di tingkat sekolah menengah, namun banyak peserta didik mengalami kesulitan dalam menguasai materi ini yang berdampak pada rendahnya pencapaian akademik mereka. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis berbagai kesulitan yang dihadapi peserta didik dalam mempelajari konsep tersebut serta mengeksplorasi faktor-faktor penyebab yang mendasarinya. Menggunakan pendekatan kualitatif dengan metode studi kasus, data dikumpulkan melalui wawancara mendalam, observasi kelas, dan tes diagnostik yang dirancang khusus, melibatkan 30 peserta didik kelas VIII yang dipilih secara purposif berdasarkan tingkat pemahaman mereka yang beragam terhadap materi ini. Hasil penelitian menunjukkan bahwa kesulitan utama yang dialami peserta didik meliputi ketidakmampuan dalam memvisualisasikan bentuk tiga dimensi limas, kesalahan dalam menerapkan rumus, serta miskonsepsi terkait hubungan antara luas permukaan dan volume. Faktor-faktor seperti keterbatasan kemampuan spasial, kurangnya pemahaman konsep prasyarat, dan metode pengajaran yang kurang interaktif teridentifikasi sebagai penyebab utama dari kesulitan tersebut. Temuan ini menekankan pentingnya penerapan strategi pembelajaran yang lebih kontekstual dan visual, termasuk penggunaan media manipulatif dan teknologi interaktif, untuk meningkatkan pemahaman konseptual peserta didik. Implikasi dari penelitian ini menyarankan perlunya pengembangan kurikulum dan metode pengajaran yang lebih adaptif dan inovatif guna mengatasi hambatan pembelajaran serta meningkatkan kualitas pendidikan matematika secara keseluruhan.
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