Conceptual Gap Analysis in Learning Fractions: A Diagnostic Study of Elementary School Students' Cognitive Structure

Komarudin Komarudin; Selpi Saputri; Oka Diana Sabilla; Ayu Setia Ningsih; Siti Salwa Haquita; Sella Gushalimah

doi:10.30998/bnkm3q28

Authors

Komarudin Komarudin Universitas Islam Negeri Raden Fatah Palembang Author
Selpi Saputri Universitas Islam Negeri Raden Fatah Palembang Author
Oka Diana Sabilla Universitas Islam Negeri Raden Fatah Palembang Author
Ayu Setia Ningsih Universitas Islam Negeri Raden Fatah Palembang Author
Siti Salwa Haquita Universitas Islam Negeri Raden Fatah Palembang Author
Sella Gushalimah Universitas Islam Negeri Raden Fatah Palembang Author

DOI:

https://doi.org/10.30998/bnkm3q28

Keywords:

Conceptual Understanding, Fraction Number Operations, Conceptual Gaps, Cognitive Structure, Learning Interventions

Abstract

Abstract: This study aims to analyze and map students' cognitive structures in fractional number operations that cause conceptual gaps and recommend effective learning intervention strategies to address these gaps. This study used a descriptive and correlational research design involving 23 sixth-grade students (12 boys, 11 girls) selected using a purposive sampling technique. The developed test instrument was used as an instrument to collect data on students' conceptual gaps in fractional number operations. The findings indicate that students show less conceptual understanding in fractional number operations. The higher the level of students' conceptual understanding, the higher the mathematical competence they demonstrate. The pedagogical implications of this study emphasize the need for cognitive mapping-based interventions for elementary school teachers to mitigate students' epistemological barriers in understanding the abstract concept of fractions.

Abstrak: Penelitian ini bertujuan untuk menganalisis dan memetakan struktur kognitif siswa dalam operasi bilangan pecahan yang menyebabkan kesenjangan konseptual, dan merekomendasikan strategi intervensi pembelajaran yang efektif guna mengatasi kesenjangan tersebut. Penelitian ini menggunakan desain penelitian deskriptif dan korelasional yang melibatkan 23 siswa kelas 6 (laki-laki 12 orang, perempuan 11 orang) yang dipilih menggunakan teknik purposive sampling. Instrumen tes yang telah dikembangkan digunakan sebagai instrumen untuk mengambil data kesenjangan konseptual siswa pada operasi bilangan pecahan. Temuan menunjukkan bahwa siswa memiliki pemahaman konseptual yang rendah dalam operasi bilangan pecahan. Selain itu, ditemukan bahwa semakin tinggi tingkat pemahaman konseptual siswa, semakin tinggi pula kompetensi matematika yang mereka tunjukkan. Implikasi pedagogis dari penelitian ini menekankan perlunya intervensi berbasis pemetaan kognitif bagi guru sekolah dasar untuk memitigasi hambatan epistemologis siswa dalam memahami konsep abstrak bilangan pecahan.

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