Misconceptions of Comparison and Scale in Students in Conventional Didactic Designs


  • Tina Yunarti, Mizha Nur Zevira, Erimson Siregar


This qualitative study aimed to describe the misconceptions of student in Ratio and Scale. The subjects of this study were students of class VII-E MTs Negeri 2 Bandar Lampung in the 2019/2020 school year. The qualitative data was about student misconceptions obtained through observation, documentation, learning outcomes tests and interviews. Furthermore, data analysis was carried out through three stages, namely data reduction, data presentation, and drawing conclusions. Based on the research results, it was concluded that: Class VII-E students made many misconceptions with indicators b, c, and d. Students' misconceptions were influenced by several factors, that was: students did not understand the learning material and did not focus on reading questions, the initial concept they received was wrong, and they was weak in Fractions concept of. In addition, the conventional didactic design used had created many significant misconceptions in students because this design contained a lot of fraction concepts that were less mastered by students.