Misconception Analysis of Junior High School Student in Interpreting Fraction

Year 2019, , 1159 - 1173, 15.12.2019

Winda Ramadianti , Nanang Priatna Kusnandi Kusnandi

https://doi.org/10.17478/jegys.631567

Cited By: 3

Abstract

Interpretation of fraction is
the basis of meaningful fraction learning. Students' misconceptions in
interpreting fractions can be obstacles for students to understand further
mathematical concepts. The purpose of this study is to identify students'
misconceptions in interpreting fractions. This research usedcontent
analysismethode. The participants of this study were 63 students (32 female, 31
male) in one junior high school in Bengkulu City, Indonesia. This research
participant has just studied the topic of fractions. Data collection was
carried out by giving tests to 63 participants, and interviews with 6 students
to obtain more comprehensive information. The questions asked in interview are
based on students' answers on the previous test. The selection of students
interviewed was done by purposive sampling. The results showed that students
experienced misconceptions in interpreting fractions as part of whole, as
quotient, as ratios, as operators, and as measures. Based on the results of the
interview, the misconception occurred because students experienced limited
context in recognizing fractions. 

Keywords

misconception, fraction, part of whole, quotient, ratio, measure

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