Advances in Social Science, Education and Humanities Research, volume 611

International Conference on Educational Studies in Mathematics (ICoESM 2021)

An Analysis of Student Misconceptions in

Learning Algebra Using Conventional
Learning Model by Using Three Tier Test
*Zainal Abidin1, Muhammad Darwis2, Maya Sari3
1
Postgraduate Program Universitas Negeri Makassar, Makassar, Indonesia
2
Department of Mathematics, Universitas Negeri Makassar, Makassar
3
Department of Mathematics, Universitas Negeri Makassar, Makassar
* email:[email protected]

ABSTRACT
This research investigates how seventh-grade students of SMP Negeri 17 Makassar have
misconceptions when learning algebraic forms and operations. This study used a qualitative method
to approach and explain the issue. The research subjects were recruited from seventh-grade students
of SMP Negeri 17 Makassar with 6 subjects, 2 students with misconception (false negative) type, 2
students with misconception (false positive) type, and 2 students with misconception type. The
instrument used in this study was the researcher himself as the main instrument assisted by algebra
material diagnostic test and interview guide. Furthermore, this research collected its data through
interviews, documentation, and a Three-Tier Test diagnostic test to find out students who have
misconceptions. The stage of data analysis in this research was misconceptions data analysis in
Learning Algebra. Data analysis of misconceptions in Learning Algebra used a qualitative
description analysis with data reduction, data presentation, drawing a conclusion, and verification
stages. The results of data analysis have provided this research with several significant findings.
First, Three Tier-Test were given to seventh-grade students of SMP Negeri 17 Makassar. The
findings suggested that 37% of total samples develop misconceptions, especially on materials related
to algebraic concepts, algebraic elements, addition operations, subtraction operations, multiplication
operations, and division operations. The second finding addressed the reasons causing students to
have misconceptions about the algebraic materials. Factors such as students' unfamiliarity with the
algebraic concepts, lack of interest, and the conventional learning model contribute to students'
difficulty in understanding the algebraic concepts on the 7th-grade students of SMP Negeri 17
Makassar.

Keywords: Misconceptions, Three Tier Test, Algebra, Conventional Learning Model.

1. INTRODUCTION

Education has a very important role in be an adult or reach a higher level of life.
improving the quality of human resources. Humans have a lot of potential in themselves
Moreover, education also has a significant [1].
value in life. Therefore, education must be Nowadays, mathematics still
conducted as well as possible to obtain becomes a big problem for most students.
optimal results. Education is often interpreted Most students think that mathematics is a
as the effort of humans to develop their difficult subject because it contains complex
personality regarding the values in society numbers and a set of rules that must be
and culture in its development. The term of understood. One of the materials considered
education means guidance or assistance difficult in learning mathematics is algebra,
given intentionally by adults to make people especially for junior high school students.
mature. Furthermore, education is an effort When students learn about algebra, they still
conducted by a person or group of people to often experience conceptual errors in

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 Advances in Social Science, Education and Humanities Research, volume 611

understanding it. Students must master many on the conventional learning model in 7th-
things in understanding algebraic concepts, grade students of SMP Negeri 17 Makassar.
including algebraic forms and their elements,
linear equations and inequalities, solutions, 2. LITERATURE REVIEW
sets and operations, relations, functions, and A concept is a class or stimuli category that
graphs. The concept of algebra can be given has common characteristics. Stimuli are
and embedded effectively by teaching objects or people[4]. Misconceptions are
algebra in school. Through mathematics, different from mistakes. Error is the result of
algebra was introduced to students at the a lack of understanding of algebraic forms
junior high school level. Algebra learning and operations. On the other hand,
aims to enable students to think logically, misconception refers to an idea causing a
analytically, systematically, critically, series of errors resulting from a false premise
creatively, and collaboratively[2]. that underlies a particular concept or
Misconception refers to a concept process[5]. Students who have incomplete or
that is not appropriate to the scientific imperfect initial concepts can experience
understanding accepted by experts in that misconceptions. Initial conceptions or
field. According to Brow, a misconception is preconceptions that are not appropriate to the
an idea that is not appropriate to the current scientific concept are called misconceptions.
scientific understanding. While, Fowler As stated by Oliver in Savitri, an error is a
views misconception as an inaccurate symptom of the conceptual structure that
understanding of concepts, the use of wrong underlies the cause of the error. This
concepts, the classification of wrong underlies beliefs and principles in cognitive
examples, the confusion of different structures, which cause systematic
concepts, and the hierarchical relationships of conceptual errors called misconceptions[6].
incorrect concepts[3]. A teacher should On the other hand,
choose the right strategy in teaching misunderstanding can be described as ideas
mathematical concepts. This is carried out so that give a wrong understanding of an idea,
that students do not mistakenly accept object, or event built on someone's
mathematical concepts taught because it is experiences, including presumptions, non-
very difficult to change the understanding of scientific beliefs, naive theories, mixed
wrong concepts. conception, or conceptual misunderstanding
Based on the interview results with [7]. Mary, Larrabee, and Charles used the
the 7th-grade teacher of SMP Negeri 17 term of misunderstanding to refer to the
Makassar, students often have difficulty students' ideas that differ from those
understanding mathematical concepts and generally accepted by scientists [8].
applying them in problem-solving. These Generally, the causes of misconceptions are
problems can occur because students prefer summarized in five groups, students,
to memorize formulas, so there is an teachers, textbooks, and teaching methods[9]
inaccurate understanding of the concept, the The following is how to find out the students'
use of the wrong concept, and the meaning of misconceptions:
different concepts. This causes students to 2.1 Certainty of Response Index (CRI)
experience misconceptions; for example, Certainty of Response Index (CRI) is a
students often add up different variables. technique to measure a person's
Based on the observations, it was found that misconceptions by measuring a person's level
the method used by the teacher was a of belief or certainty in answering any related
conventional learning model so that it causes questions[10].
students to be less active in the learning 2.2 Multiple Choice Test with Open
process. Reasoning
Based on theories about In this test, students work on multiple-
misconceptions and the results of interviews choice questions and write down why they
with mathematics teachers, to find out the have such an answer. The wrong answers
misconceptions by students in solving were then used as material for the next test.
problems on the algebra subject, the Based on incorrect answers, the researcher
researcher scientifically examined the conducted interviews with students to
misconceptions of algebraic material based

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examine why students chose those 3. RESEARCH METHODS

answers[11]. The method used in this study was a
2.3 Three Tier Test qualitative research method using a
Developed by Eryilmaz and Surmeli, descriptive approach. This study described
the instrument of the three-tier diagnostic test the misconceptions experienced by students
combines the two-tier test with the Certainty in algebraic materials. This study was
Response Index (CRI). The instrument of the conducted at SMP Negeri 17 Makassar. This
three-tier test has the advantage of study was qualitative research, so the
distinguishing between misconception and research subjects used to obtain data were not
lack of understanding of the concept or not chosen randomly. It was conducted
knowing the concept through the level of selectively according to the objectives of this
confidence of students' answers so that it is study, which is to find out the misconceptions
accurate in knowing misconceptions [12]. A of 7th-grade students of SMP Negeri 17
three-tier test is a valid test that can be used Makassar. The selection of the subjects was
efficiently with large students and help the conducted by providing criteria based on the
researchers understand the students' results of the Three-Tier Test. The number of
reasoning behind their answers without subjects in this study was 6 students; 2
conducting interviews to distinguish students experienced misconceptions (false
misconceptions and lack of negative).
understanding[13]. A three-tier test is a Suppose the student's answer is wrong but
diagnostic test that uses the identification of can explain the problem-solving process and
misconceptions and understanding of is sure of the solution. In that case, 2 students
concepts. The three-tier test has three levels. experience misconceptions (false positive). If
The first is to ask students' knowledge about the student's answer is correct but cannot
the concept of multiple choice. The second explain the problem-solving process and is
level is the students' reasoning from the sure of the response and 2 students
process of answering at the first level. The experienced misconceptions. The instrument
third level is a question about students' beliefs used in this study was the researcher itself as
regarding the first and second levels[14]. the main instrument assisted by a diagnostic
The conventional learning model test of algebraic materials and interview
places the teachers as the primary source of guidelines. Furthermore, this study collected
information that has a dominant role in the the data through interviews, documentation,
learning process. The teachers act as a and the Three-Tier Test diagnostic test to find
knowledge transfer to their students, and the out students who have misconceptions. The
students are considered passive recipients of stages of data analysis in this study were data
knowledge. The stages passed tend to be analysis of misconceptions in Algebra
informed verify practice or oriented to the Learning. The data analysis of
stages of opening-presenting-closing. In this misconceptions in Algebra Learning used
learning activity, the teachers often use the qualitative description analysis with stages of
lecture method, in which the teachers explain data reduction, data presentation, conclusion,
the entire content of the lesson. and verification. This study used
Understanding or definitions, theorems, triangulation of data sources by testing the
derivation of formulas, examples of validity of the data through 4 steps,
questions, and the solutions are all carried out Credibility, Transferability, Dependability,
by the teachers and given to the students. The and Comfirmability. The data analysis
steps of the teacher are followed carefully by technique used data reduction, data
the students. They imitate the way the presentation, conclusion, and verification.
teachers work and take notes in an orderly 4. RESULTS AND DISCUSSION
manner[15]. Thus, in the conventional 4.1. RESULTS
learning model, the teachers only try to 4.1.1. Description of Test Data
transfer or copy the knowledge to the Knowing whether there are
students. misconceptions in the algebraic material, a
test was conducted on 7th-grade of SMP
Negeri 17 Makassar to obtain information

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about the material which experienced

misconceptions.

Table 1 Data Results of Algebraic Material Experiencing Misconceptions

Number Indicators of Algebra Materials Misconceptions
Yes No
1 Explaining algebra concepts Yes
2 Identifying elements of algebraic Yes
forms
3 Solving algebraic addition Yes
operations
4 Solving algebraic subtraction Yes
operations
5 Solving algebraic multiplication Yes
operations
6 Solving algebraic division Yes
operations
Table 1 shows that every algebra material had misconceptions experienced by 7th-grade
students of SMP Negeri 17 Makassar.

4.1.2. The Data Presentation of concepts in pre-algebra. Thus, the teachers

Interview Results were expected to strengthen the students'
In this study, the interview method was initial knowledge before continuing to the
used as a method of collecting data. The following material.
purpose of this interview was to ensure the 4.1.2.4. Subject 4
misconceptions experienced by students in Interview with student 4 showed that the
solving algebra material questions. The data cause of the misconceptions experienced by
presentation of the interview from 6 subjects students was that the learning process of
selected based on the results of the Three-Tier algebraic materials was less attractive. This
test as follows: was because the students had difficulty
4.1.2.1. Subject 1 understanding algebraic materials and lacked
The interview with student 1 showed that the interest in learning.
misconceptions experienced by students were
caused by the lack of interest in the learning 4.1.2.5. Subject 5
process of algebra materials. This was Interview with student 5 showed that the
because the students did not like cause of the misconceptions experienced by
mathematics. They felt bored because the students was that the students felt learning
way of teaching was less interesting. algebraic material was not interesting. This
4.1.2.2. Subject 2 was because the students were not interested
Interview with student 2 showed that the in learning algebra, and they also felt bored.
cause of the misconceptions experienced by Students' interest in learning is also one of the
students was the students felt the process of causes of misconceptions.
learning algebra materials was less attractive. 4.1.2.6. Subject 6
This was because the students had difficulty Interview with student 6 showed that the
in understanding addition and subtraction cause of the misconception experienced by
operations. This also showed that the students students was the students feel the learning
experienced pre-concepts in pre-algebra, in process of algebra is not fun because the
which the students have not understood students do not like the learning method or
addition and subtraction operations, and they model applied by the teacher.
felt bored learning algebra. 4.2. DISCUSSION
4.1.2.3. Subject 3 4.2.1 Explaining Algebra Concepts
Interview with student 3 showed that the This indicator consists of 1 question item,
cause of the misconceptions experienced by question number 1. In question number 1, it
students was a low initial knowledge or pre- was identified misconceptions (false

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negative) of 80%. Students' understanding of collected in several ways, student interests

misconceptions (false negative) in question and student abilities [14]. This is in line with
number 1 was shown from their answer who the misconceptions experienced by the
chose S-B-Y. The answer revealed that the students in the indicators of identifying
students assume that a mathematical form, algebraic elements caused by the lack of
which in its presentation contains letters to interest in learning and their low level of
represent unknown numbers, is the definition understanding.
of the variable. Therefore, it can be concluded 4.2.3 Completing Addition and
that students experienced misconceptions Subtraction Operations
with algebraic concepts. Students experience This indicator consists of 6 questions
misconceptions (false negatives) because shown in questions number 6, 7, 8, 12 that
they have not fully understood the meaning determine the simple form of algebra, and
of algebra. questions 11 and 13 that determine the sum
4.2.2 Identifying the Algebraic of algebraic numbers.
Elements In question number 6, students identified
This indicator consists of 2 questions, misconceptions were 63%, and
questions number 2, question number 3, and misconception (false positive) was 3%. The
question number 9, which determines terms, understanding of students identified
variables, coefficients, and constants. In misconceptions was shown from their answer
question number 2, students identified who chose S-S-Y. The understanding of
experiencing misconception were 30%, and students identified misconception (false
misconception (false positive) was 7%. The positive) was shown from their solution who
understanding of students experiencing choose B-S-Y. The response indicates that
misconception in question number 2 was the students have difficulties combining the
shown on their answer who choose S-S-Y. same or similar variables due to the students'
Moreover, students identified experience lack of understanding of algebraic concepts.
misconception (false positive) in question In question number 7, students identified
number two on their solution who chose B-S- misconceptions were 27%, and
Y. The reply indicates a lack of students' misconception (false positive) was 17%. The
understanding of variables, coefficients, and understanding of students identified
constants. misconceptions was shown from their answer
In question number 3, students identified who chose S-S-Y. The understanding of
experiencing misconceptions were 33%. The students identified misconception (false
understanding of students identified positive) was shown from their solution who
misconceptions was shown from their answer choose B-S-Y. Both answers show that in
who chose S-S-Y. The answer revealed that question number 7, students have difficulties
the students have difficulties determining the combining the same or similar variables.
coefficients and constants. It can be stated In question number 8, students identified
that the students are wrong in distinguishing misconceptions were 37%. The
between variables, constants, and understanding of students identified
coefficients. misconceptions was shown from their answer
In question number 9, students identified who chose S-S-Y. The answer revealed that
experiencing misconception were 27%, and in question number 8, students also have
misconception (false positive) was 3%. The difficulties combining the same or similar
understanding of students identified variables. Thus, it can be stated that students
misconceptions was shown from their answer misinterpreted how to solve the addition and
who chose S-S-Y. The understanding of subtraction of algebraic numbers.
students identified misconception (false In question number 11, students
positive) was shown from their solution who identified misconceptions were 7%. The
choose B-S-Y. The response indicates that understanding of students identified
the students have difficulties in determining misconceptions was shown from their answer
terms in algebra. who chose S-S-Y. The answer revealed the
Reny Silviani proposed that many students' lack of understanding in making a
misconceptions come from the students substitution.
themselves. Students' misconceptions can be

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In question number 12, students identified students were wrong in determining the
experiencing misconceptions were 30%. The multiplication results of the variables.
understanding of students identified In question number 10, students
misconceptions was shown from their answer identified experiencing misconceptions were
who chose S-S-Y. Therefore, it can be 17%, misconception (false positive) was
concluded that the lack of understanding 27%, and misconception (false negative) was
regarding algebraic operations causes 3%. The understanding of students identified
students to be unable to answer addition and misconceptions was shown from their answer
subtraction operations. who chose S-S-Y. The understanding of
In question number 13, there were no students identified misconception (false
students identified experiencing positive) was shown from their solution who
misconceptions based on the results of the choose B-S-Y. The understanding of students
Three Tier-Test. identified as misconception (false-negative)
From the result above, misconceptions was shown from their answer who choose S-
occur in the indicator of completing addition B-Y. The three answers show that students
and subtraction. The percentage of were wrong in determining the multiplication
misconceptions shows that the lack of results of algebraic numbers.
students’ understanding is related to In question number 15, students
combining variables and making identified misconceptions were 17%. The
substitutions or substitutions. This is in line understanding of students identified
with the opinion by Ozkan in Karolin that a misconceptions was shown from their answer
low understanding of a concept makes who chose S-S-Y. This answer shows that
students create their own understanding of students make mistakes in determining the
the concept [16]. This shows that students division results of the variables.
experiencing misconceptions are caused by From the results above, misconceptions
the students' lack of ability to understand the occur in the indicator of completing
algebraic concept. multiplication and division. The percentage
4.2.4 Solving Multiplication and of misconceptions shows that the lack of
Division Operations students’ understanding is related to
This indicator consists of 4 questions, combining variables and making
question number 4, number 5, number 10, substitutions or substitutions. This is in line
and number 15. In question number 4, with the opinion by Ozkan in Karolin that a
students were faced with algebra problems in low understanding of a concept makes
daily life. In questions number 5 and 10, students create their own understanding of
students were asked to determine the the concept [16]. According to Sarlina,
multiplication result of algebraic numbers. In misconception refers to one of the concepts
question number15, students were asked to that are not in accordance with the scientific
determine the division result of 2 algebraic definition accepted by the experts [3].
numbers. The results of the Thee Tier-Test
In question number 4, students identified conducted showed the misconceptions in
misconceptions were 10%, and every indicator of algebraic material. This is
misconception (false positive) was 27%. The in line with the results of interviews
understanding of students identified conducted with students and the teacher. The
experiencing misconceptions was shown results identified the cause of misconceptions
from their answer who choose S-S-Y, while from the student's perspective: the lack of
students identified experiencing understanding of algebra concepts, the lack of
misconception (false positive) were shown students' interest in learning algebra, the
from their response who choose B-S-Y. student's inconvenience in learning algebra
These answers show the student's mistake in due to small classrooms, and the pre-algebra
converting story questions into algebra form. concepts. Meanwhile, from the teacher's
In question number 5, students identified perspective, the lecture method is not suitable
misconceptions were 13%. The for the learning process of algebra materials.
understanding of students identified In teaching specific mathematics subjects,
misconceptions was shown from their answer especially algebra, an exciting teaching
who chose S-S-Y. This answer indicates that method is required to increase students'

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interest. The teacher also does not understand Basication J. Pendidik. Dasar, vol. 1,
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