ANALYSIS OF ELEMENTARY STUDENTS' LEARNING OBSTACLES IN UNDERSTANDING FRACTIONS: A CASE STUDY IN SOUTH CENTRAL TIMOR REGENCY

Rince Sefriana Margarita Benu; Andrian Runtius Lalang

doi:10.37478/jpm.v7i2.7204

Authors

Rince Sefriana Margarita Benu Universitas San Pedro, Kupang, Indonesia
Andrian Runtius Lalang Universitas San Pedro, Kupang, Indonesia

DOI:

https://doi.org/10.37478/jpm.v7i2.7204

Abstract

Fraction material presents considerable difficulty for students due to the presence of learning obstacles. The purpose of this study is to describe the profile of learning obstacles experienced by elementary school students in understanding fractions in South Central Timor (TTS) Regency, as well as the dominant factors contributing to these obstacles. A qualitative case study design was employed. The participants consisted of 200 sixth-grade elementary school students and 10 elementary school teachers from South Central Timor Regency, East Nusa Tenggara Province. Data were collected using triangulation, combining diagnostic tests and semi-structured interviews. Data analysis followed the Miles and Huberman framework, comprising three stages: data reduction, data display, and conclusion drawing/verification. The findings revealed three types of learning obstacles: epistemological, ontogenic, and didactic. Epistemological obstacles include difficulties with modeling fractions, equalizing denominators, and applying the "flip and multiply" procedure in division. Ontogenic obstacles encompass lack of concentration, math anxiety, low working memory capacity, and the tendency to treat fractions as whole numbers in addition and subtraction. Didactic obstacles stem from limitations in teaching media, overly hasty symbolic transitions, and uncreative, decontextualized learning methods. Overall, the contributing factors to these obstacles include conceptual, cognitive, psychological, environmental, and instructional factors.

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Keywords:

Learning obstacles, Fractions, Elementary school students, Epistemological, ontogenic, and didactic obstacles

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