Exploration of Students' Mathematical Literacy Abilities in Visualizing Division of Fraction
(1) Universitas Madura, East Java, Indonesia
(2) Department of Education and Human Potential Development, National Dong Hwa University, Taiwan
(3) Universitas Madura, East Java, Indonesia
(*) Corresponding Author
Abstract
The aim of this research was to find out how prospective mathematics teachers can visualize the form of fractional division operations based on mathematical literacy skills. This research includes qualitative research with descriptive methods. This study was conducted on 3 students of the 3rd semester mathematics education program with high, medium and low mathematical ability with good communication skills. Researchers gave three questions on literacy tests. The tests given include problems related to division of integers by fractions, division of fractional numbers by integers and division of fractional numbers by fractional numbers. From the test results obtained, interviews were conducted of all three subjects. The results showed that all three subjects were able to understand and translate the questions and formulate what was asked of the questions. However all three subjects encountered constraints when trying to visualize the form of division of fractions by fractional numbers. They just memorize division formulas like “multiplying and inverting”. From the results of the data analysis, it can be concluded that the literacy ability of the subject in visualizing the form of the division operation is still classified as low.
Keywords : Mathematical Literacy, Visualizing, Divison of Fraction.
Keywords
Full Text:
PDFReferences
Aksoy, N. C., & Yazlik, D. O. (2017). Student errors in fractions and possible causes of these errors. Journal of Education and Training Studies, 5(11), 219–233. https://doi.org/10.11114/jets.v5i11.2679
Astuti, D. Y., & Sabon W.K.A.Z. (2020). Analisis Kemampuan Literasi Matematika Mahasiswa dalam Penyelesaian Soal Higher Order Thinking Skills (HOTS) ditinjau pada Level 5 PISA. ASIMTOT, 2(2), 91–101. https://journal.unwira.ac.id/index.php/ASIMTOT
Bentley, B., & Michael J. B. (2018). College Students’ Understanding of Fraction Operations. International Electronic Journal Of Mathematics Education, 13(3), 1306-3030. https://doi.org/10.12973/iejme/3881
Chasanah, A. N., Wicaksono, A. B., Nurtsaniyah, S., & Utami, R. N. (2020). Analisis Kemampuan Literasi Matematika Mahasiswa Pada Mata Kuliah Statistika Inferensial Ditinjau dari Gaya Belajar. Edumatica, 10(2), 45-56. https://doi:10.22437/EDUMATICA.V10I2.10621
Ching, B. H.-H., & Kong, K. H. C. (2022). Development of children's informal understanding of division through sharing: Contributions of reasoning demands and problem situations. Early Childhood Research Quarterly, 59, 228–242. https://doi.org/10.1016/j.ecresq.2021.12.013
Copur-Gencturk, Y., Plowman, D., & Bai, H. (2019). Mathematics teachers’ learning: identifying key learning opportunities linked to teachers’ knowledge growth. American Educational Research Journal, 56(5), 1590– 1628. https://doi.org/10.3102/0002831218820033
Ernawati. (2021). Problematika Pembelajaran Matematika. Sigli: Yayasan Penerbit Muhammad Zaini.
Ervin, H.K. (2017). Fraction multiplication and division models: A practitioner reference paper. International Journal of Research in Education and Science (IJRES), 3(1), 258-279. http://www.ijres.net
Fajriati, N., & Budi, M. (2022). Kemampuan Literasi Matematika Siswa Menggunakan Multimedia Interaktif. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 945-957. https://doi.org/10.31004/cendekia.v7i1.2219
Fathani, A.H. (2016). Pengembangan Literasi Matematika Sekolah dalam Perspektif Multiple Intelligences. Edu Sains: Jurnal Pendidikan Sains dan Matematika, 4(2), 136-150. https://doi.org/10.23971/eds.v4i2.524
Fuentes, M., & Olmos, P. (2019). La comprensión de la relación inversa en la división en edades tempranas. REDIMAT – Journal of Research in Mathematics Education, 8(3), 267-292. http://dx.doi.org/10.17583/redimat.2019.4546
Gibim, G.F.B., Rifo, L., Climent, N., & Ribeiro, M. (2023). Fraction Division Representation-Experience in a Teacher Education Course Focused on the Reference Unit. Journal of Research in Mathematics Education, 12(3), 193-209. http://dx.doi.org/10.17583/redimat.13020
Habibi, H., & Suparman, S. (2020). Literasi Matematika dalam Menyambut PISA 2021 Berdasarkan Kecakapan Abad 21. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 57-64. https://doi.org/10.30998/JKPM.V6I1.8177
Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difculties with fractions: A longitu dinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45–59. https://doi.org/10.1016/j.cedpsych.2015.11.002
Hidayat, F. (2022). Level Kemampuan Literasi Mahasiswa dalam Menyelesaikan Masalah Matemaqtika Materi Statistik. Journal Of Mathematics Education, 3(2), 135-146. https://doi.org/10.32332/linear.v3i2.5737
Hsi Wu, H. (2021). Misconceptions about the long division algorithm in school mathematics. Journal of Mathematics Education at Teachers College, 11(2), 1-12. https://jmetc.columbia.edu.
Ismawati, Y., & Fina, H. (2020). Kemampuan Guru Dalam Perencanaan Dan Pelaksanaan Pembelajaran Serta Pengaruhnya Terhadap Problematika Belajar Matematika Siswa. Jurnal Karya Pendidikan Matematika, 7(2), 40-46. https://doi.org/10.26714/jkpm.7.2.2020.40-46
Jansen, A., & Hohensee, C. (2016). Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. Journal of Mathematics Teacher Education, 19(6), 503-522. https://doi.org/10.1007/s10857-015- 9312-0
Kristina. (2020). Belajar Mudah Metodologi Penenlitian Kualitatif. Jakarta: Rumah Media.
Lee, M. Y. (2017). Pre-service teachers’ flexibility with referent units in solving a fraction division problem. Educational Studies in Mathematics, 96, 327-348. https://link.springer.com/journal/10649
Lewis, C., & Perry, R. (2017). Lesson study to scale up research-based knowledge: A randomized, con trolled trial of fractions learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
Masjaya & Wardono. (2018). Pentingnya Kemampuan Literasi Matematika untuk Menumbuhkan Kemampuan Koneksi Matematika dalam Meningatkan SDM. PRISMA, Prosiding Seminar Nasional Matematika, 1, 568–574. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/20196
Matondang, K., Risna, M.B.H., & Daulay, L.A., Agustina Daulay. (2023). Analisis Kemampuan Literasi Matematika Siswa. OMEGA: Jurnal Keilmuan Pendidikan Matematika, 2(3), 142-148. https://ejurnal.univamedan.ac.id/index.php/jkpm/index
Mulyono, B., & Hapizah. (2018). Pemahaman Kosep dalam Pembelajaran Matematika. KALAMATIKA Jurnal Pendidikan Matematika, 3(2), 103-122. https://www.researchgate.net/publication/328648696_PEMAHAMAN_KONSEP_DALAM_PEMBELAJARAN_MATEMATIKA
OECD. (2013). PISA 2012 assessment and analytical framework: mathematics, reading, science, problem solving and finacial literacy. Finlandia: OECD Publishing.
Oktaviyanthi, R., & Agus, R. N. (2019). Eksplorasi kemampuan pemecahan masalah mahasiswa berdasarkan kategori proses literasi matematis. Jurnal Pendidikan Matematika, 13(2), 163-184. https://doi.org/10.22342/JPM.13.2.7066.163-184
Prasetyani & Suparman. (2018). Literasi Matematika dan Kemampuan Berpikir Tingkat Tinggi Mahasiswa kaitannya dengan Soal PISA. Prosiding Semnas UMP. 12 Mei 2018. https://api.semanticscholar.org/CorpusID:150205359
Putri, J.I., Bagus, A.S., & Riris, S.S. (2020) Analysis of Difficulty Learning Operations to Calculate Multiplication and Division during the Pandemic (Covid-19) in Elementary Schools. DIDAKTIKA Jurnal Pendidikan Sekolah Dasar. 3(2). 129–138. https://journal.uny.ac.id/index.php/didaktika
Ridzkiyah, N & Kiki, N.S.E. (2021). Analisis Kemampuan Literasi Matematis Siswa SMA dalam Menyelesaikan Soal Program for International Student Assessment (PISA). Jurnal Ilmiah Pendidikan Matematika, 6(1), 1-13. https://doi.org/10.26877/JIPMAT.V6I1.8237
Rosyidah, Awal. N.K., Mohammad A.M., & Itsna. O. (2020). Miskonsepsi Matematika Mahasiswa PGSD Pada Penyelesaian Operasi Hitung Bilangan Bulat. Jurnal Ilmiah KONTEKSTUAL, 2(1), 15-21. http://jurnal.umus.ac.id/index.php/kontekstual
Sadiah, D.S., Ekasatya., & Aldila, A.(2023). Miskonsepsi siswa ditinjau dari tingkat penyelesaian masalah pada materi operasi pecahan. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME), 2(1), 31-44. https://doi.org/10.31980/powermathedu.v2i1.2718
Stohlmann, M., Yichen, Y., Xing, H., & Travis, O. (2020). Fourth to Sixth Grade Teachers’ Invented Real World Problems and Pictorial Representations for Fraction Division. International Electronic Journal Of Mathematics Education, 15(1), 2-16. https://doi.org/10.29333/iejme/5939
Sutikno, M. S., & Prosmala, H. M. (2020). Penelitian Kualitatif. Lombok: Holistica.
Uzel, D. (2018). Investigation of Misconceptions and Errors about Division Operation in Fractions. Universal Journal of Educational Research, 6(11), 2656-2662. http://www.hrpub.org DOI: 10.13189/ujer.2018.061131
Wardani, A. K., Zulkardi, & Hartono, Y. (2017). Pengembangan Soal Matematika Model PISA Level 5 untuk Program
Pengayaan SMP. Jurnal Pendidikan Matematika RAFA, 6(1), 1-18. https://doi.org/10.19109/jpmrafa.v3i1.1438
Wilkie, K. J., & Roche, A. (2022). Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching. Journal of Mathematics Teacher Education, 2(6), 703–733. https://doi.org/10.1007/s10857-022-09542-7
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Rohmah Indahwati, Dwi Rosita Sari, Hasan basri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View My Stats