Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

Trivena, V; Ningsih, A. R.; Jupri, Al

doi:10.1088/1742-6596/895/1/012139

Cited by 23 publications

(22 citation statements)

References 10 publications

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“…Students do not have space to explore their ideas because teachers resist getting out of the content and sequence of material in the book. Similarly, Trivena, Ningsih, and Jupri (2017) also have found that elementary school students are oftentimes misconception the concept of addition and subtraction of fractions. These studies show the fraction is one of the materials requiring attention and handling.…”

Section: The Present Studymentioning

confidence: 84%

“…In Indonesia, some previous studies have mentioned that the fractions topic becomes a difficult topic for the students and a serious concern because of the weakness of the students' performance on this topic (Purnomo et al, 2014;Trivena, Ningsih, & Jupri, 2017;Wijaya, 2017). In his study, Wijaya (2017) has analyzed students' difficulties on the fractions topic from TIMSS results in 2015 and attributed it to the students' opportunities to study the fractional at school.…”

Section: The Present Studymentioning

confidence: 99%

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Incomprehension of the Indonesian Elementary School Students on Fraction Division Problem

Purnomo¹,

Widowati²,

Ulfah³

2019

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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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Section: The Present Studymentioning

confidence: 84%

Section: The Present Studymentioning

confidence: 99%

Incomprehension of the Indonesian Elementary School Students on Fraction Division Problem

Purnomo¹,

Widowati²,

Ulfah³

2019

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“…For Taiwan students, about one-fourths of them come up with answer 3 4 12 by adding the denominator and denominator, which implies that they have serious misconception on the meaning of fraction as well as the addition rule of it. Earlier studies found that many students have misconception in fractions (see, e.g., Alghazo, & Alghazo, 2017;Ashlock, 2006;Education Development Center in USA, 2015;Trivena et al, 2017), such as adding both numerators and denominators (e.g., 1/3 + 2/5 =3/8). It is obvious that some Taiwan fifth grade students do not have profound understanding on adding two fractions.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the computation, majority students performed several misconceptions in fractions (see, e.g., Alghazo, & Alghazo, 2017;Ashlock, 2006;Education Development Center in USA, 2015;Trivena, Ningsih, & Jupri, 2017), such as adding both numerators and denominators (e.g., 1/3 + 2/5 =3/8), keeping the same numerator and adding the denominators (e.g., 2/3 + 2/5 = 2/8), writing the least denominator and adding the numerators (e.g., 2/3 + 3/6 = 5/3), students often fail to convert fractions to a common, equivalent denominator before adding or subtracting them, and instead just use the larger of the two denominators in the answer (e.g., 4/3 + 4/6 = 8/6), leaving the denominator unchanged in fraction addition and multiplication problems (e.g., 2/5 × 1/5 = 2/5).…”

Section: Related Studies On Students' Misconceptionsmentioning

confidence: 99%

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Cheung

Yang

2018

EURASIA J MATH SCI T

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Assessing elementary students' performance on number sense provides early predictors and support for interventions in teaching and learning number sense before children fall seriously behind in school. There is no study that concerns the differences between Hong Kong and Taiwan students' performance on the number sense threetier test. The purposes of this study were to examine the differences of Hong Kong and Taiwan students' performance on the number sense three-tier test and the possible misconceptions. A total of 125 fifth graders, 942 sixth graders from Hong Kong, and 819 fifth graders from Taiwan participated in this study. Results show that there are significant differences on the performance of first two-tier test and confidence between the fifth graders of HK and Taiwan, sixth graders of HK and fifth graders of Taiwan, respectively. Strong misconceptions and key differences among the HK fifth graders, HK sixth graders, and Taiwan fifth graders were found and discussed.

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“…Beberapa penelitian tentang pecahan telah dilakukan oleh peneliti pada siswa jenjang SD dan SMP dengan hasil bahwa siswa mengalami kesulitan pada materi pecahan. Pada jenjang SD, kesulitan siswa adalah melakukan operasi pecahan (Karmawati, 2010), memodifikasi operasi pecahan (Suryowati, 2015), memahami prosedur penjumlahan dan pengurangan pada penyebut yang berbeda (Trivena, Ningsih, & Jupri, 2017 Hasil analisis beberapa contoh jawaban mahasiswa dan guru dalam menyelesaikan soal pecahan tersebut, yaitu:…”

Section: Pendahuluanunclassified

MENGAPA SULIT MENYELESAIKAN SOAL PECAHAN 2/a+3/b= 2/3 ?

Sutiarso

2019

AJPM

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dan guru dalam menyelesaikan soal pecahan, dan mengetahui penyebab sulitnya menyelesaikan soal pecahan tersebut. Subjek penelitian terdiri dari 40 mahasiswa pendidikan matematika dan 30 guru matematika yang berasal dari kota/kabupaten di Propinsi Lampung. Data penelitian dikumpulkan melalui tes dan wawancara. Wawancara dilakukan untuk melengkapi data tentang penyebab sulitnya menyelesaikan masalah pecahan. Data penelitian dianalisis secara deskriftif. Hasil penelitian menyimpulkan bahwa (1) kemampuan mahasiswa dan guru dalam menyelesaikan soal pecahan berada pada level kurang, cukup, dan baik, dan (2) penyebab sulitnya mahasiswa dan guru menyelesaikan soal pecahan tersebut adalah sulitnya menyelesaikan soal dengan variabel lebih banyak daripada persamaan, memisahkan variabel x dan y pada sisi berbeda, dan tidak mendapatkan solusi bulat (real/imaginer). Selain itu, diperoleh temuan penting pada penelitian ini, yaitu masih kelemahan/kekurangan dalam memodifikasi bentuk aljabar, mencari berbagai alternatif penyelesaian soal, dan memisahkan dua variabel (x dan y). Kepada mahasiswa dan guru disarankan memahami konsep dan operasi pecahan lagi, serta melatih diri untuk kritis dan kreatif menyelesaikan soal pecahan.

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Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

Cited by 23 publications

References 10 publications

Incomprehension of the Indonesian Elementary School Students on Fraction Division Problem

Incomprehension of the Indonesian Elementary School Students on Fraction Division Problem

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

MENGAPA SULIT MENYELESAIKAN SOAL PECAHAN 2/a+3/b= 2/3 ?

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