Analisis Kesulitan Siswa Kelas V dalam Memahami dan Menyelesaikan Operasi Hitung Pecahan

Abstract

This study aims to analyze the difficulties fifth-grade elementary school students face in understanding and solving fraction arithmetic operations and to identify the contributing factors. This study used a qualitative approach with a descriptive approach. Twenty fifth-grade elementary school students participated in the study. Data collection techniques included tests, interviews, observation, and documentation. The data obtained were then analyzed using qualitative data analysis techniques, including data reduction, data presentation, and drawing conclusions. The results indicate that most students still experience difficulties in understanding the basic concepts of fractions, particularly in equating denominators, determining solution steps, and performing arithmetic operations correctly. The errors made by students include conceptual errors, procedural errors, and calculation errors. Factors contributing to students' learning difficulties include internal factors, such as low interest and motivation in learning and a lack of conceptual understanding, and external factors, such as inadequate learning methods, minimal use of learning media, and a lack of practice problems. Therefore, improvements in learning are needed through the use of innovative learning models, sufficient practice, and the use of concrete learning media to enhance students' understanding of fractions.