Lily Suratmi, Hasniati Hasniati, Karman Lanani, Pamuti Pamuti, Mubasyisyir Mubasyisyir

ANALISIS LEARNING OBSTACLE SISWA PADA KONSEP PENJUMLAHAN PECAHAN

Introduction

Analisis learning obstacle siswa pada konsep penjumlahan pecahan. Analisis hambatan belajar siswa kelas V SD pada konsep penjumlahan pecahan. Temukan tingkat Learning Obstacle sedang, penyebab, & cara mengatasinya. Penelitian kualitatif.

Abstract

Penelitian ini bertujuan untuk menganalisis Learning Obstacle  siswa dalam menyelesaikan soal yang terkait materi konsep penjumlahan pecahan. Jenis penelitian yang digunakan yaitu Deskriptif Kualitatif. Teknik Pengumpulan data penelitian menggunakan teknik tes, wawancara  dokumentasi dan triangulasi. Instrumen tes yang digunakan adalah soal uraian yang sebelumnya telah divalidasi oleh dosen pembimbing. Data yang dikumpulkan dianalisis secara kualitatif dengan cara mereduksi, penyajian, dan penarikan kesimpulan. Subjek perwakilan penelitian ini adalah tiga siswa kelas V SD Negeri 13 Halmahera Selatan yang diperoleh setelah berkonsultasi dengan guru dan orang tua. Hasil penelitian menunjukkan bahwa Learning Obstacle  siswa kelas V SD Negeri 13 Halmahera Selatan dalam menyelesaikan soal yang terkait konsep penjumlahan pecahan mencapai rata-rata sebesar 56,9 dalam kategori sedang. Kualifikasi Learning Obstacle siswa pada konsep penjumlahan pecahan, mencapai kualifikasi sangat baik sebesar 7%, subyek dengan kualifikasi sedang sebesar 53%, dan subyek kualifikasi kurang  40% dan kualifikasi gagal. Subyek kategori baik tidak memenuhi indikator Learning Obstacle karena sudah mampu dalam memahami konsep penjumlahan pecahan, dapat menentukan prosedur matematika yang akan digunakan untuk menyelesaikan soal konsep penjumlahan pecahan, mengoperasikan perhitungan terkait konsep penjumlahan pecahan.

Review

The paper titled "ANALISIS LEARNING OBSTACLE SISWA PADA KONSEP PENJUMLAHAN PECAHAN" investigates a highly pertinent area within mathematics education: the learning obstacles encountered by students when grasping the concept of fraction addition. This topic is crucial as a robust understanding of fractions forms a fundamental building block for advanced mathematical concepts. The study employs a descriptive qualitative approach, which is appropriate for an in-depth exploration of student difficulties, aiming to pinpoint specific challenges that impede their learning progression. The methodology utilized a combination of data collection techniques, including validated essay tests, interviews, and documentation, enhanced by triangulation to improve the reliability of the findings. The study focused on a very small sample of three 5th-grade students from SD Negeri 13 Halmahera Selatan, a choice that allows for rich, detailed qualitative analysis but inherently limits the generalizability of the results. The analysis revealed an average learning obstacle score of 56.9, placing it in the "moderate" category. A further breakdown indicated that 7% of the subjects demonstrated a "very good" qualification, implying a strong grasp of the concept, while 53% were categorized as "moderate," and 40% fell into the "less" or "failed" categories. Students without significant obstacles were noted for their ability to comprehend the concept, determine appropriate mathematical procedures, and execute calculations effectively. While the study makes an initial contribution by identifying the prevalence of learning obstacles in fraction addition among the observed students, its primary limitation lies in the extremely small sample size, which constrains the broader applicability of the findings. The abstract provides an average score and categorization, but lacks detailed qualitative insights into the specific *types* of conceptual or procedural errors that constitute these obstacles, which would be invaluable for targeted pedagogical interventions. Future research would greatly benefit from expanding the sample size to enhance generalizability, providing a more granular analysis of the identified obstacles, and proposing evidence-based teaching strategies or intervention programs designed to mitigate these specific learning difficulties. Despite its limitations, this study serves as a foundational step toward understanding the complexities students face in mastering fraction addition.

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