Concept Image Siswa pada Materi Eksponen dan Sifat-Sifatnya: Sebuah Kajian Fenomenologi-Hermeneutis

Muhammad Rayana Kusumanegara, Didi Suryadi, Entit Puspita

Abstract


A strong conceptual understanding is crucial in mathematics learning. However, discrepancies often exist between students' concept images and formal concept definitions, impeding learning. This study examines students' concept images of exponents and their properties and identifies learning obstacles. Using a qualitative phenomenological-hermeneutical approach, eight 10th-grade students from a Bandung public high school were studied through validated tests, semi-structured interviews, and document analysis. Results show that students' concept images of exponents and their properties are not fully aligned with formal definitions. While some students demonstrate good procedural understanding, conceptual understanding is necessary for alignment with formal definitions. Three main factors contribute to this misalignment: instruction focusing on procedural aspects, poor understanding of prerequisites, and lack of continuous engagement with the concepts. Consequently, most students face didactical and epistemological obstacles. This research provides insights into concept image formation and implications for learning that aligns with formal concept definitions.

Keywords


concept image, concept definition formal, learning obstacle, exponents, properties of exponents

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References


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DOI: https://doi.org/10.17509/j-mer.v5i2.79090

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Journal on Mathematics Education Research

Mathematics Education Study Program

Indonesian University of Education

Address: FMIPA Building, Jl. Dr. Setiabudhi No. 229 Bandung 40154, West Java, Indonesia

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