Kesulitan konseptual dan prosedural siswa smp dalam materi kesebangunan

This study aims to identify the various types of difficulties students experience in understanding the concept of similarity, as well as to uncover the underlying factors contributing to these difficulties. Using a descriptive qualitative approach, data were collected through diagnostic tests and in-depth interviews with seventh-grade students at a junior high school in the city of Tasikmalaya. Thematic analysis revealed four main types of difficulties faced by students: (1) difficulty in identifying the properties of similar figures, (2) difficulty in determining corresponding sides, (3) difficulty in applying the conditions of similarity in problem-solving, and (4) difficulty in visualizing similar plane figures. The contributing factors include conceptual misconceptions, the dominance of procedural learning, limited visual practice, and the lack of contextual and meaningful instructional strategies. These findings highlight the importance of reformulating geometry teaching approaches toward models that are more representational, reflective, and centered on students’ conceptual understanding.