MISKONSEPSI PEMBELAJARAN MATEMATIKA MATERI KPK DAN FPB PADA KURIKULUM MERDEKA SISWA KELAS 5 SDN SUMBERINGIN 03 KABUPATEN BLITAR

Misconceptions in mathematics learning remain a common issue among elementary school students, particularly in topics such as Least Common Multiple (LCM) and Greatest Common Factor (GCF). The implementation of the Merdeka Curriculum aims to provide a more flexible and contextual learning environment. However, in practice, many students still struggle to grasp these fundamental concepts. This study was conducted to identify and analyze the forms and causes of misconceptions experienced by fifth-grade students at SDN Sumberingin 03, Blitar Regency.
This research aimed to analyze students’ misconceptions, which include classificational, theoretical, and correlational types. A qualitative descriptive approach was used, with data collected through observation, interviews, documentation, and diagnostic tests. The research subjects consisted of 11 students and their classroom teacher. Data analysis was carried out using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing.
The results revealed that several students experienced classificational misconceptions due to confusion in distinguishing prime and composite numbers, theoretical misconceptions due to incorrect definitions of LCM and GCF, and correlational misconceptions due to difficulties in applying the concepts to word problems. The study concludes that insufficient conceptual understanding is the root cause of these misconceptions. Therefore, the study recommends the use of more contextual, visual, and interactive teaching strategies to help students better understand and apply mathematical concepts correctly.