The Role of Refutational Text as a Conceptual Change Effort to Fix the Misconception on Addition and Subtraction of Integers

Abstract

There are conceptual difficulties in studying operations of integers from which a poor understanding of this concept could lead to misconceptions. One way that can be done to help the students' misconceptions was through the use of conceptual change techniques. There were four conditions in the conceptual change technique and the refutational text meets of all conditions. The aim of this study was to describe the role of refutational text in conceptual changes that can fix misconceptions on addition and subtraction of integers. This research began with developing refutational text-aided learning media. Posttest pretest design was used. The pretest was given at 30 4th-grade students at the beginning of the lesson. In the teaching stage, the explanation of the concept through refutational text-aided learning media was presented. Posttest was conducted at the end of the study. Interviews were conducted twice, ie during pretest and posttest. Data analysis was done by comparing the result of answer and result of student interview at pretest and posttest. The result as a whole there is an increase in the average value ie M pre = 43 and M post = 80.1. In addition, there is an indication of a conceptual change of students in understanding the matter of addition and subtraction of integers.