Analysis of the misconceptions of elementary school teacher education students in elementary mathematics subjects in terms of learning style

• Main Authors: Turmuzi, Muhammad, Hapipi, Hikmah, Nurul, Salsabila, Nilza Humaira
• Format: Conference Proceeding
• Language: English
• Subjects: Cognitive style; Data collection; Diagnostic systems; Diagnostic tests; Documentation; Education; Identification methods; Learning; Mathematical analysis; Students; Teacher education; Teachers
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0123636

Students still experience misconceptions in mathematics, including at the tertiary level. The misconception is a type of error in understanding every mathematical concept and solving mathematical problems. These misconceptions are experienced both at school and at home. Misconceptions can arise because students’ initial concepts are wrong or because students are unable to connect basic constructive concepts with a concept being studied. The purpose of this study was to describe comprehensively the results of the analysis of misconceptions in terms of learning styles. The subjects of this study were students of the Elementary School Teacher Education Study Program. The data collected in this study are primary data and secondary data. The primary sources in this study were informants, namely students, and the secondary source was documentation of student test scores. The data collection technique used the documentation method and the test method. The instrument used is a student learning style test and a diagnostic test for misconceptions. The learning style test in the form of a questionnaire was used to reveal the visual, auditory, and kinesthetic learning style variables. The diagnostic test for misconceptions uses an identification method known as the CRI (Certainty of Response Index). CRI is a measure of the level of confidence in the respondent in answering each given question. The conclusion of the study shows that the percentage of student learning styles visual is 28.95%, auditory is 42.10% and kinesthetic is 15.79%. Meanwhile, students’ misconceptions on visual learning styles were 15.91%, auditory at 12.50%, and kinesthetic by 23.33%.