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.
Penulis: Eny Suryowati
Kode Jurnal: jpmatematikadd150863
