jegys Journal for the Education of Gifted Young Scientists 2149-360X Genç Bilge Yayıncılık 10.17478/jegys.631567 Studies on Education Eğitim Üzerine Çalışmalar Misconception Analysis of Junior High School Student in Interpreting Fraction https://orcid.org/0000-0001-9840-1192 Ramadianti Winda Universitas Pendidikan Indonesia https://orcid.org/0000-0003-2294-745X Priatna Nanang Universitas Pendidikan Indonesia https://orcid.org/0000-0002-8900-4563 Kusnandi Kusnandi Universitas Pendidikan Indonesia 12 15 2019 7 4 1159 1173 10 10 2019 12 10 2019 Copyright © 2013, Journal for the Education of Gifted Young Scientists 2013 Journal for the Education of Gifted Young Scientists

Interpretation of fraction isthe basis of meaningful fraction learning. Students' misconceptions ininterpreting fractions can be obstacles for students to understand furthermathematical concepts. The purpose of this study is to identify students'misconceptions in interpreting fractions. This research usedcontentanalysismethode. The participants of this study were 63 students (32 female, 31male) in one junior high school in Bengkulu City, Indonesia. This researchparticipant has just studied the topic of fractions. Data collection wascarried out by giving tests to 63 participants, and interviews with 6 studentsto obtain more comprehensive information. The questions asked in interview arebased on students' answers on the previous test. The selection of studentsinterviewed was done by purposive sampling. The results showed that studentsexperienced misconceptions in interpreting fractions as part of whole, asquotient, as ratios, as operators, and as measures. Based on the results of theinterview, the misconception occurred because students experienced limitedcontext in recognizing fractions.

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