The Reconstructing of 4th Grade Primary Students’ Conception on the Concept Of Geometry using Puzzle Based Learning

Abstract

Abstract Understanding the concept is the main basis for learning mathematics, especially at the level of primary education. Misunderstanding or misconception often occur within this level, one of them is the concept of a parallelogram. Students possess an understanding that a parallelogram, square, rectangle and rhombus are separate sets, while it is scientifically proven that square, rectangle and rhombus are special forms of parallelograms. The purpose of this study was to determine and analyze the misconception and conceptual change that occurred in fourth grade primary school students regarding the concept of parallelograms. The study utilized mixed method explanatory sequential strategy using a three tier test format conception. The test is used to determine the initial concept, final conception and conceptual change about the concept of parallelogram geometry. The result showed that the students' initial conception of the concept of parallelograms fell into the misconception category. After puzzle based learning was implemented, most students experienced a change in concept or conceptual change from misconception to scientific conception. Puzzle based learning can be an alternative learning model to correct students' misconceptions about the concept of parallelogram shapes.