ANALISIS MISKONSEPSI NILAI TEMPAT BILANGAN TIGA ANGKA PADA SISWA SEKOLAH DASAR
https://doi.org/10.31100/histogram.v10i1.4534
Keywords:
Misconceptions, Place Value of Three-Digit Numbers, MathematicsAbstract
ABSTRAK
Pemahaman nilai tempat merupakan dasar penting dalam pembelajaran matematika di sekolah dasar karena menjadi landasan bagi penguasaan konsep bilangan pada materi berikutnya. Ketika konsep ini tidak dipahami dengan tepat, siswa berpotensi mengalami miskonsepsi yang memengaruhi cara mereka membaca, menulis, dan menguraikan bilangan. Penelitian ini bertujuan mendeskripsikan bentuk-bentuk miskonsepsi siswa kelas III sekolah dasar pada materi nilai tempat bilangan tiga angka. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 15 siswa kelas III SDN Ngabeyan 1 Kartasura yang dipilih secara purposive. Data dikumpulkan melalui observasi pembelajaran, tes tertulis, dan wawancara tidak terstruktur. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesalahan dalam menuliskan lambang bilangan, terutama pada bilangan yang memuat angka nol, kesulitan mengurutkan bilangan di atas 100, serta belum tepat dalam menentukan posisi ratusan, puluhan, dan satuan. Salah satu bentuk miskonsepsi yang ditemukan ialah penulisan bilangan tiga ratus delapan menjadi 38. Temuan ini menunjukkan bahwa pemahaman siswa terhadap konsep nilai tempat belum terbentuk secara utuh. Oleh karena itu, penggunaan media konkret dan asesmen diagnostik secara berkala diperlukan untuk membantu siswa membangun pemahaman konsep yang lebih tepat.
ABSTRACT
Understanding place value is a fundamental aspect of elementary mathematics because it supports students in learning more advanced number concepts. When this concept is not properly understood, students may develop misconceptions that affect how they read, write, and decompose numbers. This study aimed to describe the misconceptions experienced by third-grade elementary students regarding the place value of three-digit numbers. A descriptive qualitative approach was employed involving 15 third-grade students of SDN Ngabeyan 1 Kartasura selected through purposive sampling. Data were collected through classroom observation, written tests, and unstructured interviews. The findings revealed that students still made errors in writing number symbols, especially numbers containing zero, had difficulty sequencing numbers above 100, and were not yet able to correctly identify hundreds, tens, and ones. One of the common misconceptions found in this study was writing three hundred and eight as 38. These findings indicate that students’ understanding of place value has not been fully established. Therefore, the use of concrete learning media and regular diagnostic assessment is recommended to support students in developing a more accurate conceptual understanding.
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