A Critical Evaluation of Students’ Errors in Solving Fraction Operations Problems

Abstrak

This study aims to describe the types of errors made by seventh-grade students in solving fraction arithmetic operations problems; and identify the underlying factors that cause such errors. Employing a descriptive qualitative approach, the study was conducted at one of the state Islamic junior secondary schools (Madrasah Tsanawiyah Negeri) in Kendari City, Southeast Sulawesi Province, Indonesia. The findings, error classification, indicate that conceptual and systematic errors are the most dominant (96%), which are closely related to students’ lack of understanding of basic fraction operation concepts. Strategy errors (92%) are influenced by students’ inability to represent word problems into mathematical models. Calculation errors (87%) are associated with weak understanding of equivalent fractions and basic operations, leading to frequent miscalculations. Translation errors, which are also relatively high, indicate that students have difficulty understanding problem statements, particularly in converting them into mathematical expressions, and this is further influenced by low mathematical representation skills. Meanwhile, sign errors (72%), although the lowest, are still affected by students’ lack of accuracy as well as low motivation and interest in learning mathematics, resulting in carelessness in writing mathematical symbols or operation signs.

Kata kunci

• qualitative approach
• student error factor
• types of student mistakes