Error Analysis Of Grade V Students In Solving Mathematics Problem On Fraction At SDN Tondo By Gender
Keywords:Analysis, Student error, Solving fraction Question, Gender
The purpose of this study was to obtain a description of the conceptual and procedural errors of grade V SD students in solving fraction questions according to gender. This research is a descriptive study with a qualitative approach. The results showed that the subject's lack of understanding in adding fractions includes not understanding the application of formulas, steps, and algorithms to the addition of fractions. All of this is due to the lack of habit in solving fraction addition problems. They do not understand the operation of subtracting fractions, such as not understanding the denominator by finding the Least Common Multiple (LCM), simplifying fractions, as well as the provisions for subtracting fractions. The students have lack of subject understanding in completing the multiplication count operation on fractions, such as not transferring the denominator to the denominator, and not needing to equate the denominator by using the LCM. The subject’s lack of understanding in solving fraction division problems, such as when answering fraction division problems, the subject equates the solution as solving whole numbers, and the steps the subject takes are incorrect and the inability to determine the formula that should be used.
Arsyad, R. Bin, & Hakim, A. (2019). Diagnosis of Difficulties in Solving Mathematical Problems on the Subject of Fractions in Students of SD Muhammadiyah 2, Sorong City. Qalam: Journal of Educational Sciences. https://doi.org/10.33506/jq.v8i1.474
Bambang Sri Anggoro. (2016). Analysis of Junior High School Students' Perceptions of Mathematics Learning in terms of Gender Differences and Mathematical Creative Thinking Dispositions. Journal of Chemical Information and Modeling. https://doi.org/10.1017/CBO9781107415324.004
Brandon, P., Newton, BJ, and Hammond, OW (2016). The Superiority of Girl Over Boys in Mathematics Achievement in Hawai. Paper presented at the annual meeting of the American Education Research Association.
Egodawatte, G., & Stoilescu, D. (2015). Grade 11 Students' Interconnected Use of Conceptual Knowledge, Procedural Skills, and Strategic Competence in Algebra: A Mixed Method Study of Error Analysis. European Journal of Science and Mathematics Education.
Haqiqi, MI, Mariana, S., & Masrukan. (2017). Responsibility Character and Mathematical Communication Skills in PMRI Approach Learning Aided by Scaffolding of Fractional Materials. Unnes, 6 (1).
Martin-Gay, & Elayn, K. (2012). Second Edition Basic College Mathematics with Early Integers (H. Christine & M. Paul, eds.). Louisiana, United States: University of New Orleans.
Musser, L., & Burger, F. (1991). Mathematic for Elementary Teachers (A Contemporary Approach Second Edition, ed.). New York: Macmilan Publishing Company.
Nawangsih, E. (2011). Analysis of language errors of undergraduate management students in 2011 stie aub surakarta. PRO-BANK, Journal of Economics, Business & Banking, March 2015 Edition. Vol.1 No. 1 ISSN: 2252 - 7885 ANALYSIS.
Nuraini, NLS, Suhartono, S., & Yuniawantika, Y. (2016). Student Mistakes on Addition and Subtraction Operations in Class VI Elementary School. Elementary School: Study of Educational Theory and Practice. https://doi.org/10.17977/um009v25i22016p168
Rahayuningrum, A., & Fariz, S. (2018). Analysis of Class V Elementary Students' Errors in Solving Daily Problems Related to the Counting Fraction Operations. Mathematics Education, FKIP, Ahmad Dahlan Yokyakarta University, 317–325.
Rahmasantika, D., & Prahmana, RCI (2018). Analysis of Student Errors in Counting Fractions Operations Based on Student Intelligence Levels. Journal of Honai Math. https://doi.org/10.30862/jhm.v1i2.1041
Rode, R, G. (2013). Analysis of Errors and Their Solutions in Solving Mathematical Problems on the Subject of Two Variable Linear Equation Systems in Class X Students of SMA Negeri 01 Kodi East Nusa Tenggara.
Sugiono. (2018). Quantitative Research Methods, Qualitative, and Combined (Mixed Methods) (10th ed .; Sutopo, ed.). Bandung: Alfabeta.
Sugiyono. (2011). Statistics For Research. Bandung: Alfabeta.
Susento. (2006). The Mechanism of Interaction Between Cognitive Process Culture-Mathematical Experiences, and Support in Guided Reference. Dissertation. Surabaya: Unesa.
Tanjung, HS, & Nababan, SA (2016). The Effect of Using Play Learning Methods on Students' Mathematics Learning Outcomes of Fractions in Class III of SD Negeri 200407 Hutapadang. Bina Gogik, 3 (1).
Ulifa, S., & Effendy, D. (2014). Results of Student Error Analysis in Solving Mathematical Problems on Relation Material. Mathematics Education STKIP PGRI Sidoarjo, 1 (2), 123–133.
Unaenah, E., & Sumantri, MS (2019). Analysis of the Understanding of Mathematical Concepts for Grade 5 Elementary School Students on Fractions. Basicedu, 3 (1)
Wijaya, AA, & M. (2011). Understanding Mathematical Story Problems Steps to Solve Mathematical Story Questions Analyze Student Errors in Solving Story Problems. Surabaya: UNESA.
Yoeanto, NH (2002). The Relationship between the Ability to Solve Maths Story Questions and the Creativity Level of Public Middle School Students. Journal of Educational Psychology: Insan, 63–73.
Yuni Astuty Pradnyo, KW (2013). Analysis of Class V Students' Errors in Solving Mathematics Problems on Fractions at SDN Medokan Semampir I / 259 Surabaya. MATHEdunesa.
How to Cite
Copyright (c) 2022 Afiat Lamakarau, Dasa Ismaimuza, Sukayasa Sukayasa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.