Mapping Fifth-Grade Students Conceptual Understanding of Cube Powers and Cube Roots: A Descriptive Study at SD Negeri 2 Kendari

Muhammad Ilham; Imaludin  Agus; Hasnia Hasnia; Asep Saeful  Rohman

doi:10.26811/didaktika.v9i3.2005

Penulis

Muhammad Ilham Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia , Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia
Imaludin Agus Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia , Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia
Hasnia Hasnia Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia , Institut Agama Islam Negeri Kendari, Sulawesi Tenggara, Indonesia
Asep Saeful Rohman Universitas Padjajaran, Jawa Barat, Indonesia , Universitas Padjajaran, Jawa Barat, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v9i3.2005

Abstrak

Penelitian ini bertujuan untuk memetakan pemahaman konseptual siswa kelas V di SD Negeri 2 Kendari terkait pangkat tiga (kubik) dan akar pangkat tiga. Dengan menggunakan pendekatan deskriptif kualitatif, penelitian ini mengkaji tiga indikator pemahaman konseptual: klasifikasi objek matematika, pemilihan dan penggunaan prosedur, serta penerapan konsep dalam pemecahan masalah. Data dikumpulkan melalui tes tertulis pemahaman konseptual dan wawancara lanjutan dengan siswa yang mewakili kelompok berkemampuan tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa pemahaman konseptual siswa tidak merata pada setiap indikator. Sebagian besar siswa menunjukkan kemampuan yang cukup dalam mengklasifikasikan bilangan kubik dan mengidentifikasi karakteristik struktural pangkat tiga. Namun, muncul kesulitan yang cukup besar dalam memilih prosedur yang tepat dan memahami struktur multiplikatif yang mendasari operasi pangkat tiga serta operasi inversnya. Miskonsepsi, seperti mengartikan pemangkatan tiga sebagai penjumlahan berulang atau menganggap akar pangkat tiga sebagai pembagian sederhana—tampak pada siswa berkemampuan sedang dan terutama rendah. Pemecahan masalah menjadi tantangan paling besar, di mana banyak siswa kesulitan mengintegrasikan informasi, memilih operasi yang relevan, atau menerapkan konsep dalam situasi kontekstual. Secara keseluruhan, penelitian ini memberikan profil terperinci mengenai kekuatan dan tantangan pemahaman konseptual siswa, sekaligus menawarkan wawasan yang dapat digunakan untuk perbaikan pembelajaran. Hasil ini menegaskan perlunya pengalaman belajar yang menekankan hubungan antarkonsep, representasi yang beragam, serta koreksi eksplisit terhadap miskonsepsi untuk mendukung pemahaman matematika yang lebih mendalam.

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