Kesulitan konseptual dan prosedural siswa smp dalam materi kesebangunan
DOI:
https://doi.org/10.31980/pme.v4i1.2623Keywords:
Learning difficulties, similarity, geometry, Kesulitan belajar, kesebangunan, geometriAbstract
Abstract
This study aims to identify the various types of difficulties students experience in understanding the concept of similarity, as well as to uncover the underlying factors contributing to these difficulties. Using a descriptive qualitative approach, data were collected through diagnostic tests and in-depth interviews with seventh-grade students at a junior high school in the city of Tasikmalaya. Thematic analysis revealed four main types of difficulties faced by students: difficulty in identifying the properties of similar figures, difficulty in determining corresponding sides, difficulty in applying the conditions of similarity in problem-solving, and difficulty in visualizing similar plane figures. The contributing factors include conceptual misconceptions, the dominance of procedural learning, limited visual practice, and the lack of contextual and meaningful instructional strategies. These findings highlight the importance of reformulating geometry teaching approaches toward models that are more representational, reflective, and centered on students’ conceptual understanding.
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi berbagai bentuk kesulitan yang dialami siswa dalam memahami konsep kesebangunan, serta mengungkap faktor-faktor penyebab di balik munculnya kesulitan tersebut. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui tes diagnostik dan wawancara mendalam terhadap siswa kelas VII di salah satu SMP di Kota Tasikmalaya. Hasil analisis tematik mengungkapkan empat jenis kesulitan utama yang dialami siswa, yaitu: kesulitan dalam mengidentifikasi sifat-sifat kesebangunan, kesulitan menentukan pasangan sisi yang bersesuaian, kesulitan menerapkan syarat kesebangunan dalam pemecahan masalah, dan kesulitan memvisualisasikan bangun datar yang sebangun. Faktor penyebab kesulitan tersebut meliputi miskonsepsi konseptual, dominasi pembelajaran prosedural, keterbatasan latihan visual, serta kurangnya strategi pembelajaran yang kontekstual dan bermakna. Temuan ini menegaskan pentingnya reformulasi pendekatan pembelajaran geometri menuju model yang lebih representasional, reflektif, dan berpusat pada pemahaman konseptual siswa.
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