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ABSTRACT

Integers are one of the most important materials in the transition from arithmetic to algebra. There are conceptual difficulties in studying operation of integer that can lead to poor conceptual understanding. Poor conceptual understanding is one of the causes of misconceptions and errors in the operation of the addition and subtraction in integer. Based on study in 2016 stating that as many as 83.7% of students who experienced misconceptions made procedural errors in addition and subtraction of integer. One way to correct misconceptions is by conceptual change techniques. Conceptual change techniques allow for changes in old concepts with new concepts. There are four important components that must be fulfilled in the use of the technique of conceptual change and refutational text is one method that can meet the whole component. The aim of this research is to know the role of refutational text in fixing errors of operation addition and subtraction of integer.

Mix-method with concurrent triangulation strategy model used in this research. Data collection used pre-test post-test design and semi-structured interviews. The material on the pre-test and post-test uses the addition and subtraction of directed number on the integers arranged into 4 parts, such: (i) positive integers and positive integers; (ii) positive integers and negative integers; (iii) negative integers and positive integers; (iv) negative integers and negative integers. The average value of pre-test and post-test will be compared using parametric statistics. While the conceptual changes that occur will be analyzed from student answers and interviews.

An 15 students were randomly assigned pre-test. From the pre-test results, students are grouped into high, medium and low score groups. From each group selected one student at random to do the interview. At the next meeting conducted learning with refutational in the form of a medium of learning for some time. Post-tests are conducted at the end of the study and subject selection for interviews in accordance with the pre-test set value group.

The results showed an increase in the mean values of pre-test and post-test. By using paired sample T-Test found findings that the use of refutational text media effectively used in learning to correct student errors on the operation of addition and reduction of integers. Conceptual changes that occur of students are presented in table 1. From table 1, there is a conceptual change that occurs in students after exposure by the use of refutational text. This data is collected through interviews about the reasons students in answering the given test. There is a different understanding between the results of interviews during pre-test and post-test. Students better understand mark manipulation after being given lessons by using refutational text.

 

Initial Student

Questions From

Researcher

Learners Answer on

Pre-Test

Learners Answer on

Post-Test

S1

What are you reason about your answer this?

–  6 + 8 = 2. Since the (+) × (–) will be  (–). So 8 – 6 = 2..

–  6 + 8 = 2.  Because in the text described, if a < b, then – a + b = + (b – a). So,  – 6 + 8 = + (8 – 6) = 2

S6

What are you reason about your answer this?

–  6 + 8 = – 14. Because it is equal to 6 + 8 but the sign is negative.

–  6 + 8 = 2.  I think it's the same as 6 plus 8 but the sign is negative. Turns out I am wrong, it should be equal to 8 - 6. Because in text, if      a < b, then - a + b = + (b - a)

S12

What are you reason about your answer this?

–  6 + 8 = – 14.  Because it is equal to negative 6 + 8.

 

–  6 + 8 = 2.  Since the text is explained about that form, it would be + (8 – 6) = 2.

Table 1. Conceptual changes that occur after the use of refutational text

 

 

It can be concluded that the use of refutational text has a positive impact to correct student errors in operations addition and subtraction of integer. In addition, refutational text is also effective in conceptual changes of students about addition and subtraction integer in grade 7. The conceptual change that occurs is where the student becomes able to manipulate the mark or can apply the rules used in determining the result of the addition and subtraction operations of integers

Addition; Conceptual Change; Error; Integer; Refutational Text; Subtraction