Analisis Pemahaman Konsep Geometri Analitik Materi Hiperbola pada Mahasiswa Calon Guru Universitas PGRI Silampari Lubuklinggau
DOI:
https://doi.org/10.31851/indiktika.v8i2.21080Keywords:
Analytical geometry, Hyperbola, Conceptual Understanding, Mathematics Education StudentsAbstract
This study aimed to analyze students' conceptual understanding of hyperbolas in analytic geometry based on four indicators: (1) understanding the shape and equation of a hyperbola, (2) using formulas correctly, (3) executing solution procedures accurately, and (4) relating concepts to real-world problem contexts. The study involved 48 student subjects and employed a descriptive quantitative method. The research instrument consisted of three essay questions designed to assess the students' conceptual understanding of hyperbolas. Data were analyzed using descriptive statistics, specifically the percentage of mastery regarding conceptual understanding. The results showed a mastery rate of only 27.08%, with 72.92% of the 48 subjects failing to achieve mastery. An analysis by indicator revealed that the highest achievement was in understanding the shape and equation of a hyperbola (61.25%), while the lowest was in relating concepts to real-world problem contexts (43.75%). Achievement levels for using formulas correctly (48.96%) and executing solution procedures accurately (52.08%) were also relatively low. It can be concluded that the students' understanding based on these four indicators is low. Consequently, these findings provide a reference for lecturers to improve the instructional process regarding hyperbolas. The study's implications are expected to help optimize the mathematical understanding of pre-service teacher students.
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