Repository UHAMKA: No conditions. Results ordered -Date Deposited. 2021-10-18T09:19:51ZEPrintshttp://repository.uhamka.ac.id/images/sitelogo.pnghttp://repository.uhamka.ac.id/2021-03-06T02:14:49Z2021-03-06T02:14:49Zhttp://repository.uhamka.ac.id/id/eprint/7253This item is in the repository with the URL: http://repository.uhamka.ac.id/id/eprint/72532021-03-06T02:14:49ZLaporan Penelitian Eksternal semester Ganjil TA 2020/2021Astuti Sri Astutisri_astuti@uhamka.ac.idPramudiani Puripuri.pramudiani@uhamka.ac.idSyafika Ulfahfika90.ulfah@gmail.comKhusniyati Masykurohkhusniyati.masykuroh@uhamka.ac.id2019-03-26T11:21:02Z2019-03-26T11:21:02Zhttp://repository.uhamka.ac.id/id/eprint/687This item is in the repository with the URL: http://repository.uhamka.ac.id/id/eprint/6872019-03-26T11:21:02ZIncomprehension of the Indonesian Elementary School Students on Fraction Division ProblemThe purpose of the study is to investigate the Indonesian studentsâ€™ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of studentsâ€™ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, studentsâ€™ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.Yoppy Wahyu Purnomoyoppy.w.purnomo@uhamka.ac.idChairunnisa WidowatiSyafika Ulfah