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INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM

Infinity Journal · Vol. 8 No. 1 (2019)

DOI
10.22460/infinity.v8i1.p57-74
ISSN
2460-9285, 2089-6867
Terbit
2019-02-28
Penerbit
IKIP Siliwangi Bandung
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

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  • Universitas Negeri Padang
  • Universitas Muhammadiyah Prof Dr Hamka
  • Universiti Utara Malaysia
  • Yogyakarta State University
  • State University of Jakarta
  • Universitas Nahdlatul Ulama Cirebon
  • University of Sarjanawiyata Tamansiswa
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Rekan penulisOrganisasiArtikel bersama
Tian Abdul AzizState University of Jakarta2
Masitah ShahrillAfiliasi tidak diketahui1
PasriUniversitas Muhammadiyah Prof Dr Hamka1
Irfan Wahyu PranantoYogyakarta State University1
Sri Adi WidodoUniversity of Sarjanawiyata Tamansiswa1
Rokhmatun NabillahUniversitas Nahdlatul Ulama Cirebon1
Yulyanti HarismanUniversitas Negeri Padang1
Aqilul AsraUniversitas Negeri Padang1
Mazlini AdnanSultan Idris Education University1
Hamdani SyaputraUniversitas Negeri Padang1
Hafizatunnisa HafizatunnisaUniversitas Negeri Padang1
Armiati ArmiatiUniversitas Negeri Padang1
Suherman SuhermanUniversitas Negeri Padang1
Pipin SumarniUniversitas Negeri Padang1
Asih MiatunUniversitas Muhammadiyah Prof Dr Hamka1
Khalisha SalsabilaUniversitas Muhammadiyah Prof Dr Hamka1
Muhamad Dzahir KasaUniversiti Utara Malaysia1
Yahya DonUniversiti Utara Malaysia1
Siti Noor IsmailUniversiti Utara Malaysia1
Mohd Norakmar OmarUniversiti Utara Malaysia1

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Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2460-9285/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata sebagai oai_dc, dikonversi dari Crossref
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM</dc:title><dc:creator>Purnomo, Yoppy Wahyu</dc:creator><dc:creator>Widowati, Chairunnisa</dc:creator><dc:creator>Ulfah, Syafika</dc:creator><dc:description>&lt;jats:p&gt;The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.&lt;/jats:p&gt;</dc:description><dc:publisher>IKIP Siliwangi Bandung</dc:publisher><dc:date>2019-02-28</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22460/infinity.v8i1.p57-74</dc:identifier><dc:identifier>10.22460/infinity.v8i1.p57-74</dc:identifier><dc:source>Infinity Journal; Vol 8 No 1 (2019); 57</dc:source><dc:source>2460-9285</dc:source><dc:source>2089-6867</dc:source><dc:relation>http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/viewFile/1124/660</dc:relation><dc:rights>http://creativecommons.org/licenses/by-sa/4.0</dc:rights></oai_dc:dc>