KERANGKA KONSEPTUAL UNTUK MENANGANI WHOLE NUMBER BIAS DENGAN SEKUENSING CONCEPTUAL CHANGE DAN PENDEKATAN CAM-CPA
Abstract
Whole number bias (WNB) persists after fraction instruction, yet interventions usually apply one treatment to all fraction comparison tasks. This conceptual article proposes a framework that assigns conceptual-change, the concept attainment model (CAM), and concrete-pictorial-abstract (CPA) instruction distinct roles according to misconceptions type. Using theory synthesis, the framework is illustrated with needs-analysis data from a diganostic test with 46 Grade 5 students, interview with two teachers, and a teacher’s guide review. Twenty-six students (56.52%) showed at least one whole-number-reasoning response, most often when ordering unit fractions; teachers reported limited time and manipulatives, and the guide did not address misconceptions. The framework applies full conceptual change to unit fractions, where whole-number reasoning conflicts with fraction rules, CAM without confrontation to like-denominator fractions, where the two agree, and simplified conceptual change to equivalent fractions, with CPA guiding representations throughout a 20-period Grade 4 sequence. Four testable propositions are derivied. The framework has not been validated or tested with students; the propositions set the agenda for validation and effectiveness testing.
Whole number bias (WNB) masih bertahan setelah siswa mempelajari pecahan, sedangkan intervensi yang ada umumnya menerapkan satu jenis penanganan pada semua soal perbandingan pecahan. Artikel konseptual ini mengajukan kerangka yang memberi peran berbeda pada conceptual change, concept attainment model (CAM), dan concrete-pictorial-abstract (CPA) menurut jenis miskonsepsi. Dengan pendekatan sintesis teori, kerangka diilustrasikan dengan data analisis kebutuhan dari tes diagnostik 46 siswa kelas V, wawancara dua guru, dan studi dokumen buku panduan guru. Sebanyak 26 siswa (56,52%) menunjukkan setidaknya satu jawaban berpola WNB, paling banyak pada pengurutan pecahan berpembilang satu: guru melaporkan keterbatasan waktu dan alat peraga, dan buku panduan tidak membahas miskonsepsi. Kerangka menerapkan conceptual change penuh pada pecahan berpembilang satu, yang penalarannya bertentangan dengan aturan pecahan, CAM tanpa konfrontasi pada pecahan berpenyebut sama, yang penalarannya sejalan, dan conceptual change yang disederhanakan pada pecahan senilai, dengan CPA mengatur peralihan representasi dalam urutan pembelajaran kelas IV selama 20 jam pembelajaran. Dari kerangka ini diturunkan empat proposisi yang dapat diuji. Kerangka belum divalidasi dan belum diuji pada siswa, sehingga proposisi tersebut menjadi agenda validasi dan uji efektivitias.
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DOI: https://doi.org/10.17509/e.v25i3.106841
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