LIMIT FUNCTION MISCONCEPTION IN MATHEMATICS EDUCATION STUDENTS

Abstract

The purpose of this study was to identify and analyze the types of misconceptions that occur among students of the Mathematics Tadris Study Program at IAIN Parepare who do not understand the limit of functions material. This research uses a qualitative approach with a case study type, which means processing data through the use of narration or words, is descriptive in nature, avoids the use of numbers, and focuses research on one topic. The research subjects were 18 semester II students who took the essay test. Qualitative data were analyzed using data reduction methods, data presentation, and drawing conclusions. The results of the study show several types of misconceptions experienced by students: types of classificational misconceptions, including errors in stating the nature and appropriate rules for solving problems; types of correlational misconceptions, including errors in representing the problems; and types of theoretical misconceptions, including errors in understanding the concept of limit functions. Factors causing this misconception include the students themselves, namely the inability to understand the concept of limit function; and the cause of the lecturer is the lack of emphasis given to the material. The book doesn't have a complete explanation. Friends in the class environment that do not support are influenced by context. Wrong learning methods and using language that is difficult to understand.