The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task
Andi Fajeriani Wyrasti 1 2, Cholis Sa’dijah 1 * , Abdur Rahman As’ari 1, I Made Sulandra 1
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1 Postgraduate School, Universitas Negeri Malang, INDONESIA2 Mathematics Education, Universitas Papua, INDONESIA* Corresponding Author

Abstract

The aim of this study is to investigate the misanalogical construction of undergraduate students in their cognitive conflict in doing a non-routine mathematical task. Qualitative methods were used in this research. Data were collected from 68 seventh semester undergraduate students of Mathematics Education Study Program, Universitas Negeri Malang by assigning them to accomplish the cognitive conflict identification task and interviewing them. It is found that five students have experience the autocognitive conflict. So that we made an indepth interview to these five students to trace the misanalogical construction in their cognitive conflict and found that one of them made the misanalogical construction, and she was Elsa. The investigation result from Elsa shows that she made several misanalogical construstions in her cognitive conflict in solving the task. They are misanalogical construction in set theory, misanalogical construction in fraction, and misanalogical construction in sequence.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2019, Volume 14, Issue 1, 33-47

https://doi.org/10.12973/iejme/3961

Publication date: 17 Nov 2018

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