Konsepsi Siswa Tentang Bilangan Irasional Dalam Pembelajaran Matematika

Abstract

Mathematical concept, especially irrational numbers is constructed by student over so many processes of reasoning which is very closely related to students learning journey. However, students concept meaning doesnt guarantee that they have appropriate concept meaning. The aim of this research is to explore students conception about irrational numbers as a result of their learning experiences. The method used in this research is qualitative with phenomenological hermeneutics approach, involving students from one of the well-known Madrasah Aliyah in Bogor. Triangulation is used for data collection using written test, interview, and descriptive analysis by data reduction, data display, and conclution drawing. The findings of this research are students interpret irrational numbers as non terminated and non recurring decimals; irrational number concepts inconsistencies; partial concept meaning of irrational numbers; and other concept unit findings of irrational number from students. There are tendencies for using schools book definition from the students learning journey. Lack of irrational concepts could be consideration for designing appropriate lesson design of irrational numbers.