Kesalahan Siswa Sekolah Dasar Dalam Merepresentasikan Pecahan Pada Garis Bilangan

Abstract

Fraction is one of the complex material in elementary school. This study aims to describe how students represent fractions on a number line, and describes the mistakes made in the students represent fractions on the number line. This research is qualitative. Subjects in this study there are two students class V of SDN Tamping Mojo II. The data collection method using a task-based interviews. Instruments in this study is the researchers themselves and supporting instruments is a task sheet and interview guidelines. Based on this research, how subjects represent fractions on a number line: fractions with the same denominator on the number line, the subject of linking the amount of parts in the interval of 0 to 1 as the denominator, the subject of linking the amount of the line that divides the interval of 0 to 1 as the denominator, the subject of fractions sort of fractional numerator. Fractions with denominators are not the same on the number line, the subject of fractions with denominators sort biggest, subject to name a point regardless of its parts. Fractions on the number line at a specified point (the same parts and the parts are not the same), the first subject tends to count the number of lines that divide the number line into sections of the same count the number of parts that are formed to be the denominator, the second subject occurs misconceptions with jump number. Fractional mixture on the number line, the two subjects can not represent. Mistakes made by the two subjects are conceptual errors and application errors.

The analysis of students’ mathematical representation errors in solving word problem related to graph

“…Based on the results of students' answers and interviews with students and teachers, it can be concluded that there are many students committed representation errors including visual, symbolic and verbal representation. This is in line with results of the study conducted by Suryowati (2015) reported that many students have not understood how to represent the reallife problem into mathematics problem. Students have difficulty in understanding the word problem because students are still confused and not able to interpret the sentences presented.…”

Kemampuan Representasi Matematis Siswa SMP Melalui Pendekatan Pendidikan Matematika Realistik

“…Legi (2008) menyatakan bahwa siswa dengan kemampuan rendah, kesulitan dalam menciptakan dan menggunakan representasi simbolik dan gambar. Selain itu, Suryowati (2015) juga mengungkapkan bahwa siswa masih belum memahami bagaimana merepresentasikan masalah dunia nyata ke dalam masalah matematika yang representatif. Dua penelitian tersebut (Legi, 2008;Suryowati, 2015) merekomendasikan upaya yang dapat dilakukan guru agar siswa memiliki kemampuan representasi dengan memilih dan menggunakan pendekatan pembelajaran yang tepat, sehingga proses pembelajaran berlangsung optimal dan mampu mengembangkan kemampuan representasi matematis.…”

Mathematical Representation Ability of Senior High School Students: An Evaluation from Students’ Mathematical Disposition

“…They also merely focusing on the figure without any attention on the available information. In addition, Suryowati (2015) revealed that students have not been able to interpret real-world problems into mathematical representation problems.…”