The Impact of Using a Single Image in a Representation on a Misconception of Fraction Concept

Abstract

This research aims to describe the impact of using a single image in representation on understanding the concept of fractions. The subjects in this study were six students in grades 4-7. The data collection technique used in this research is interviews conducted on research subjects one by one. Students' limitations in understanding the concept of fractions are caused by using a single image in the representation so that students had difficulty dealing with two aspects of the image in the representation, namely the difference in size and shape. The results showed that in comparing two fractions originating from a circle of different sizes, students predominantly assume that the fraction from the largest slice of the circle is the fraction that has the greatest value. There are still students who cannot state a fraction of a part that has a different way of dividing from what they usually encounter. There are still students who are affected that two parts with different shapes have different areas even though the two parts come from a flat building with the same size.