ANALISIS MISKONSEPSI MAHASISWA PADA MATA KULIAH PROGRAM LINEAR DITINJAU DARI COMPUTATIONAL THINKING DALAM PEMECAHAN MASALAH MATEMATIS

YANTI, ILI (2025) ANALISIS MISKONSEPSI MAHASISWA PADA MATA KULIAH PROGRAM LINEAR DITINJAU DARI COMPUTATIONAL THINKING DALAM PEMECAHAN MASALAH MATEMATIS. S2 thesis, Universitas Jambi.

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Abstract

ABSTRAK Yanti, Ili. 2025. Analisis Miskonsepsi Mahasiswa pada Mata Kuliah Program Linear Ditinjau dari Computational Thinking dalam Pemecahan Masalah Matematis. Magister Pendidikan Matematika, Pascasarjana, Universitas Jambi Pembimbing: (1) Prof. Dr. Syaiful, M.Pd., (2) Dr. Yantoro, M.Pd., Kata kunci : Miskonsepsi, Program Linear, Computational Thinking, Pemecahan Masalah. Penelitian ini bertujuan untuk menganalisis miskonsepsi mahasiswa dalam mata kuliah Program Linear ditinjau dari perspektif Computational Thinking (CT) dalam pemecahan masalah matematis. Metode penelitian ini adalah kualitatif deskriptif dengan teknik purposive sampling sebagai teknik pemilihan subjek penelitian. Subjek penelitian merupakan mahasiswa yang telah mengikuti Ujian Akhir Semester (UAS) dan dikategorikan mengalami miskonsepsi berdasarkan hasil tes dan wawancara. Subjek penelitian berjumlah 4 (empat) orang mahasiswa Program Studi Tadris Matematika UIN STS Jambi semester V tahun akademik 2024/2025. Teknik pengumpulan data terdiri dari observasi, jawaban tes, dan wawancara kepada subjek penelitian. Teknik analisis data pada penelitian ini adalah Teknik Miles dan Huberman yang terdiri dari: reduksi data, penyajian data dan penarikan kesimpulan. Penelitian ini dilatarbelakangi oleh kesalahan konsep yang dialami oleh mahasiswa dalam menyelesaikan soal program linear. Hasil penelitian menunjukkan bahwa keempat subjek menunjukkan miskonsepsi pada setiap elemen CT. Pada elemen dekomposisi subjek penelitian cenderung mengalami kesalahan konsep merumuskan fungsi tujuan. Pada elemen pengenalan pola subjek penelitian cenderung salah konsep dalam mementukan variabel slack, surplus, dan artificial dan membuat persamaan standar fase 1. Pada elemen abstraksi kesalahan konsep ditemukan pada proses pivoting dan menentukan kriteria optimasi. Dan elemen penyusunan algoritma subjek penelitian paling banyak mengalami miskonsepsi dalam menentukan metode program linear yang digunakan. Hasil penelitian ini menunjukkan perlunya dalam pembelajaran menerapkan pendekatan CT untuk menurunkan tingkat miskonsepsi, baik di jenjang sekolah menengah maupun perguruan tinggi.   ABSTRACT Yanti, Ili. 2025. Analysis of Student Misconceptions in the Linear Programming Course Viewed from Computational Thinking in Mathematical Problem Solving. Master of Mathematics Education, Graduate Program, Jambi University Advisors: (1) Prof. Dr. Syaiful, M.Pd., (2) Dr. Yantoro, M.Pd. Keywords: Misconception, Linear Programming, Computational Thinking, Problem Solving. This study aims to analyze students’ misconceptions in the Linear Programming course from the perspective of Computational Thinking (CT) in solving mathematical problems. The research method used is descriptive qualitative, with purposive sampling as the technique for selecting research subjects. The research subjects are students who have taken the Final Semester Examination (UAS) and are categorized as having misconceptions based on test results and interviews. The subjects consist of four (4) fifth-semester students from the Mathematics Education Program at UIN STS Jambi in the 2024/2025 academic year. Data collection techniques include observation, test responses, and interviews with the research subjects. The data analysis technique used in this study is the Miles and Huberman method, which consists of data reduction, data presentation, and drawing conclusions. This research is motivated by conceptual errors experienced by students in solving linear programming problems. The results show that all four subjects exhibited misconceptions in each element of CT. In the decomposition element, the subjects tended to make conceptual errors in formulating the objective function. In the pattern recognition element, the subjects commonly misunderstood slack, surplus, and artificial variables and how to construct the standard equations for phase 1. In the abstraction element, conceptual errors were found in the pivoting process and in determining optimization criteria. The algorithm design element showed the highest number of misconceptions among the subjects. These findings indicate the necessity of applying the CT approach in teaching to reduce the level of misconceptions, both at the secondary and higher education levels.

Type: Thesis (S2)
Uncontrolled Keywords: Misconception, Linear Programming, Computational Thinking, Problem Solving.
Subjects: L Education > L Education (General)
Divisions: Pascasarjana > Pendidikan Matematika
Depositing User: ILIYANTI
Date Deposited: 26 May 2025 07:35
Last Modified: 26 May 2025 07:35
URI: https://repository.unja.ac.id/id/eprint/78681

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