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DEVELOPMENT AND IMPLEMENTATION OF A FIVE-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENT MISCONCEPTIONS ON FRACTIONS: A SIGNIFICANT STEP TOWARDS IMPROVING MATHEMATICS EDUCATION

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 8 No. 2 (2024) · pp. 563–576

DOI
10.22437/jiituj.v8i2.34159
ISSN
2580-2259, 2580-2240
Published
2024-10-25
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Misconceptions in fractions, a significant challenge in mathematics education, occur when students' conceptions do not align with scientific conceptions, yet they firmly believe in the correctness of their conceptions. These deeply rooted misconceptions are difficult to eliminate and not easily identified with conventional instruments. Therefore, this study aims to develop a valid and reliable five-tier diagnostic test instrument to identify students' misconceptions about fractions effectively. The design of this development research involves qualitative and quantitative methods using the 4D model (define, design, develop, disseminate). Sixty-eight seventh-grade students were involved in quantitative instrument quality testing; data were analyzed using SPSS. The final result of the development of this instrument was 12 questions declared valid and reliable. Furthermore, the instrument was applied to 30 seventh-grade students in different schools to identify their misconceptions about fractions. Based on the analysis of the combination of students' answers, it was obtained that 36.4% of students understood the concept, 8.9% were in the false positive category, 7.2% were false negative, 9.7% lacked knowledge, and 37.8% had misconceptions. It was found that the most dominant description of misconceptions (33%), namely, students assume that the smaller the denominator of a fraction, the smaller the value of the fraction. Then, it was also found that students' thinking, in general, causes misconceptions to occur. The practical implication of the results of this study is that teachers can use the instrument and identify misconceptions to develop more effective teaching methods, thereby improving mathematics education by helping students avoid and anticipate misconceptions.

Keywords

Collaboration network of the authors

28 authors · 69 co-authorship links

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  • Universitas Jambi
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Dwi Agus KurniawanUniversitas Jambi2
Syamsurizal SyamsurizalAffiliation unknown2
Liza AfrianitaAffiliation unknown1
Muhammad Iqbal AnshoriAffiliation unknown1
Hendra SofyanAffiliation unknown1
Netrilina NetrilinaAffiliation unknown1
Lailatul AuliahAffiliation unknown1
Gesela MarisaAffiliation unknown1
Bambang HariyadiAffiliation unknown1
Nazarudin NazarudinAffiliation unknown1
Elza TrianiAffiliation unknown1
Sri PurwaningsihAffiliation unknown1
Hidayati HidayatiAffiliation unknown1
Riska FitrianiAffiliation unknown1
Hebat Shidow FalahAffiliation unknown1
Haerul PathoniAffiliation unknown1
Kinanti Eka PutriAffiliation unknown1
Asrial AsrialUniversitas Jambi1
Haryanto HaryantoAffiliation unknown1
Husni SabilUniversitas Jambi1
Harizon HarizonAffiliation unknown1
Febbry RomundzaAffiliation unknown1
Novferma NovfermaAffiliation unknown1
Mujahidawati MujahidawatiAffiliation unknown1
M Afifuddin Khotibul UmamAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">DEVELOPMENT AND IMPLEMENTATION OF A FIVE-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENT MISCONCEPTIONS ON FRACTIONS: A SIGNIFICANT STEP TOWARDS IMPROVING MATHEMATICS EDUCATION</dc:title>
	<dc:creator xml:lang="en">Herliana, Herliana</dc:creator>
	<dc:creator xml:lang="en">Maison, Maison</dc:creator>
	<dc:creator xml:lang="en">Syaiful, Syaiful</dc:creator>
	<dc:subject xml:lang="en">Five-Tier Diagnostic Test  </dc:subject>
	<dc:subject xml:lang="en">Fraction</dc:subject>
	<dc:subject xml:lang="en">Misconception</dc:subject>
	<dc:description xml:lang="en">Misconceptions in fractions, a significant challenge in mathematics education, occur when students' conceptions do not align with scientific conceptions, yet they firmly believe in the correctness of their conceptions. These deeply rooted misconceptions are difficult to eliminate and not easily identified with conventional instruments. Therefore, this study aims to develop a valid and reliable five-tier diagnostic test instrument to identify students' misconceptions about fractions effectively. The design of this development research involves qualitative and quantitative methods using the 4D model (define, design, develop, disseminate). Sixty-eight seventh-grade students were involved in quantitative instrument quality testing; data were analyzed using SPSS. The final result of the development of this instrument was 12 questions declared valid and reliable. Furthermore, the instrument was applied to 30 seventh-grade students in different schools to identify their misconceptions about fractions. Based on the analysis of the combination of students' answers, it was obtained that 36.4% of students understood the concept, 8.9% were in the false positive category, 7.2% were false negative, 9.7% lacked knowledge, and 37.8% had misconceptions. It was found that the most dominant description of misconceptions (33%), namely, students assume that the smaller the denominator of a fraction, the smaller the value of the fraction. Then, it was also found that students' thinking, in general, causes misconceptions to occur. The practical implication of the results of this study is that teachers can use the instrument and identify misconceptions to develop more effective teaching methods, thereby improving mathematics education by helping students avoid and anticipate misconceptions.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2024-10-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/34159</dc:identifier>
	<dc:identifier>10.22437/jiituj.v8i2.34159</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 8 No. 2 (2024): Volume 8, Nomor 2, December 2024; 563-576</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/34159/19202</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Herliana Herliana, Maison Maison, Syaiful Syaiful</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>