Analysis of Student Misconceptions Regarding Rows and Scaffolding

Misconceptions in mathematics learning, particularly in sequences and series material, remain a challenge in enhancing students' conceptual understanding. This study aims to analyze the forms of misconceptions experienced by tenth-grade students in learning sequences and series and to identify effective scaffolding strategies to address these difficulties. The research employed a descriptive qualitative method with three selected students categorized as having high, medium, and low levels of conceptual understanding. Data were collected through tests, interviews, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that students' misconceptions included errors in using formulas, applying algorithms, and representing concepts. To overcome these issues, level two scaffolding was applied, involving explanation, review, and restructuring of material, along with level three scaffolding, focusing on developing conceptual thinking. The gradual application of scaffolding proved effective in improving students' conceptual understanding and reducing misconceptions. This study recommends the intensive implementation of scaffolding strategies in mathematics learning to systematically enhance students' mastery of concepts.