Systematic Literature Review : Analisis Miskonsepsi Operasi Bilangan Bulat Ditinjau Dari Pemahaman Konsep Matematis Siswa

Abstract

Misconceptions in integer operations are one of the main obstacles in mathematics learning because they directly affect the mastery of advanced concepts such as algebra and problem solving. This study aims to provide a comprehensive overview of the types of student misconceptions, their contributing factors, and their relationship to conceptual understanding through a Systematic Literature Review (SLR). The review was conducted in four stages: designing the review protocol, screening and selecting articles, data abstraction and analysis, and synthesizing the results. Literature searches were carried out in international and national databases (Web of Science, Dimension, and Google Scholar) using a combination of Indonesian and English keywords, filtered with Publish or Perish, and limited to publications from 2018 to 2024. A total of 15 articles met the inclusion and exclusion criteria. The findings reveal that the most dominant misconceptions occur in addition and subtraction of negative integers, errors in applying sign rules in mixed operations, and difficulties in translating word problems into formal mathematical models. Contributing factors include weak conceptual understanding, reliance on rote procedures, limited abstract reasoning, and conventional teaching strategies with minimal use of concrete media. The review emphasizes that contextual, interactive, and concrete-representation-based learning—such as number lines, integer cards, or Problem Based Learning models—is effective in strengthening conceptual understanding and reducing misconceptions in integer operations.