DISSECTING STUDENT MISCONSTRUCTION IN TRANSFORMATIONAL ACTIVITIES SOLVES PROBLEMS THAT ALLOW COGNITIVE CONFLICT TO OCCUR

The transformative activity was crucial for problem-solving. In resolving problems, cognitive conflicts could arise, characterized by construction errors marked by deviations or differences from scientific concepts. Eight of the 106 students who experienced cognitive conflicts made construction errors in transformative activities. These errors were categorized into four groups. This research aimed to describe students' construction errors in transformative activities when solving problems that might lead to cognitive conflicts. The research design was phenomenological, with four subjects selected and one student from each group. Student responses and interview results served as research data, analyzed through narrative text analysis. The research findings revealed four forms of construction errors in students during transformative activities in problem-solving that might lead to cognitive conflicts: (1) pseudo construction "correct," occurring when students provide a correct answer to a problem, but upon closer examination, it was found that the clarification of the answer was incorrect; (2) pseudo construction "incorrect," happening when students gave an incorrect answer to a problem, but upon closer examination, the students had a correct thought process and could provide the right answer; (3) hole construction errors, occurring when there were inconsistencies in the construction process of concepts in students' minds; and (4) mis-analogical construction errors, occurring when students made errors in analogizing a problem with representations of other concepts. These four construction errors occurred in transformative activities based on incomplete rule-based systems. Examining these construction errors allowed instructors to improve students' transformative thinking activities according to linear equations with one variable.