Hambatan Belajar Siswa Pada Pembelajaran Matematika Materi Pecahan di Kelas V Sekolah Dasar

Abstract

The meaning of the concept mathematical specifically on the addition and subtraction of the fractions is constructed through a process which involves a learning experience. But, it was no guarantee if the construction has a good impact on the student’s understanding. The contruction process was based on zone of concept image differencies of learning. This research was designed as a qualitative study with the type of phenomenology hermeneutics, which involves the elementary students of Grade V, mathematics teacher, and mathematician. The data were collected through the process of triangulation through a writing test (Respondent Ability Test) and interview as the research instrument. Data analysis was performed descriptively in general by reducing data, presenting data, and drawing conclusions. The findings showed that there is an inconsistency in understanding the meaning of the concept of fractions, the concept of addition and subtraction of fractions, and the addition and subtraction in daily context. The learning experience showed that the meaning of the fraction concept mostly came from teachers, textbooks, and various sources. Based on the findings, it can be concluded that in general there is a learning obstacles on the concept of on the addition and subtraction of the fractions which includes ontogenic obstacles, obstacles epistemological and didactical obstacles. These findings can be a consideration for developing didactic design of the teaching materials on fractions, especially in terms of the addition and the subtraction of the fractions.