Pemahaman Konsep Permutasi dan Kombinasi Siswa SMA Ditinjau dari Kemampuan Matematika

DOS SANTOS, Maria Kristina (2025) Pemahaman Konsep Permutasi dan Kombinasi Siswa SMA Ditinjau dari Kemampuan Matematika. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This study aims to describe how high school students' conceptual understanding of permutations and combinations is viewed from their mathematical abilities. This study is a qualitative descriptive study. The subjects in this study were 3 students of Santo Arnoldus Janssen Catholic High School, Kupang, who were selected based on the results of daily test scores on permutations and combinations and the results of discussions with mathematics subject teachers. Furthermore, the subjects were categorized into three categories, namely, high, medium, and low ability students. The research instrument was in the form of interview guidelines and descriptive questions consisting of two questions and for triangulation purposes, other equivalent questions were created. The results showed that high-ability subjects and medium-ability subjects were able to translate sentences in mathematics problems into mathematical sentences, namely by writing down things that are known and asked from the questions properly and correctly. Both subjects were also able to solve problems properly and correctly and were able to draw conclusions from the results of their work using their own language. So that high and medium ability subjects can be said to meet both indicators of conceptual understanding. Meanwhile, low-ability subjects can mention things that are known and asked in the questions but the information written is not correct, the subjects are also not able to solve the questions and draw conclusions from the results of their work properly and correctly. Low-ability subjects tend to only rewrite the information in the questions and only memorize the formulas without properly understanding the concepts of permutations and combinations. So it can be said that low-ability subjects have not been able to meet the two indicators of conceptual understanding.

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