Analysis of Student’s Misconceptions and Mistakes in Learning Fraction
Fraction is one of important as well as difficult topics for mostly elementary school students. This study aims to describe misconceptions and types of mistakes of students regarding the concept of fraction. The research used qualitative descriptive approach. Subjects in this study were two 7th grade students. Data collection was done
by tests, interviews and documentation. To investigate students have misconceptions, the researcher used CRI (certainty Response Index). CRI used to investigate which students who get misconception, in which not understand the concept and not know the concept. After having identified misconception, the study investigated the mistakes made by students when they are solving fraction. The types of mistakes used in this study were the types of mistakes according to Newman, namely: (1) reading, (2) comprehension, (3) transformation, (4) process skills, and (5) encoding mistakes. The results of data analysis show that students get misconception in concept of fraction, students made mistakes in reading and understanding to solving fraction problem. Students get misconception when they give the fraction used pictures, when they were asked another examples and when the question applied as word problems.
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