Proses Pembentukan Konsep dalam Menemukan Kembali Teorema Pythagoras dan Miskonsepsi yang Terjadi dengan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI)

Fauzi Mulyatna


This research aims to find out the process of concept formation in reinventing Pythagorean Theorem and to analyze the result of that process and the misconceptions that may emerge. The type of this research is qualitative research which is analyzed descriptively. This research applies class setting method in learning activity with the implementation of PMRI approach and it focuses on two subjects. The results shows that the process of concept formation in reinventing the Pythagorean Theorem with PMRI approach can work well. However, the two subjects have not been able to construct the given problem, which is in the form of a question, to be the form of a mathematical modeling. Subject 1 still processes the information rawly. Therefore, the result of concept finding with his/her knowledge used for solving problems by the same model has not been able to reduce data. Subject 2 has been able to process the obtained information and he/she can interpret the problem further. However, both subjects still experience misconceptions not only in their already possessed knowledge but also their newly acquired knowledge. Those misconceptions are misconception in calculating operation of equation system, which should be calculating operation on both segments but it is only carried out in one segment, misconception in describing hypotenuse and misconception in naming edges of a right triangle.


Misconceptions; Pythagorean Theorem; PMRI

Full Text:



Amir, M.F. dan Wardana, M.D.K. (2017). Pengembangan Domino Pecahan Berbasis Open Ended untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SD. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 178-188. Retrieved from

Arsaythamby, V., & Zubainur, C. M. (2014). How a realistic mathematics educational approach affect students’ activities in primary schools? In Procedia-Social and Behavioral Sciences, WCPCG, 2014, 159, 309–313. Retrieved from

Habsah, F. (2017). Developing Teaching Material Based on Realistic Mathematics Andoriented to the Mathematical Reasoning and Mathematical Communication. Jurnal Riset Pendidikan Matematika, 4 (1), 43-55. Retrieved from

Hamza, K.M., dan Wickman, P. (2007). Describing and Analyzing Learning in Action: An Empirical Study of The Importance of Misconceptions in Learning Science. Science Education, 92(1), 141 – 164. Retrieved from

Kirom, A. (2017). Peran Guru dan Peserta Didik dalam Proses Pembelajaran Berbasis Multikultural. Al-Murabbi: Jurnal Pendidikan Agama Islam, 3(1), 69-80. Retrieved from

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. Retrieved from,76959,0,2.html

Novak, J.D. (2002). Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Science Education, 86(4), 549-571. Retrieved from

Saefudin, A.A. (2012). Pengembangan Kemampuan Berpikir Kreatif Siswa dalam Pembelajaran Matematika dengan Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI). Al-Bidayah, 4(1), 37-48. Retrieved from

Tekkaya, C. (2002). Misconceptions as Barrier to Understanding Biology. Hacettepe Oniversitesi Egitim Fakilltesi Dergisi. 23, 259-266. Retrieved from published.pdf

Wardono, Waluya, S. B, Mariani S., & S Candra D. (2016). Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo. Journal of Physics: Conference Series, 693. Retrieved from



  • There are currently no refbacks.

Copyright (c) 2019 ARITHMETIC: Academic Journal of Math

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Google Scholar

free web stats Arithmetic's Visitors

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.