Fraction Sense Mahasiswa dalam Perspektif Visualisasi dan Estimasi

Nourma Pramestie Wulandari; Ulfa Lu'luilmaknun; Tabita Wahyu Triutami; Dwi Novitasari

doi:10.29303/griya.v5i2.662

Nourma Pramestie Wulandari Universitas Mataram
Ulfa Lu'luilmaknun Universitas Mataram
Tabita Wahyu Triutami Universitas Mataram
Dwi Novitasari Universitas Mataram

DOI: https://doi.org/10.29303/griya.v5i2.662

Keywords: fraction sense, number sense, fraction representation, estimation strategy, visual representation

Abstract

Fraction sense is a critical aspect of number sense, particularly for prospective mathematics teachers. This study aims to describe students’ fraction sense from two main perspectives: visualization and estimation strategies. The study employed a qualitative descriptive method involving 80 fourth-year mathematics education students. Data were collected through a fraction sense test and semi-structured interviews. The findings indicate that students’ overall fraction sense was moderate, with an average score of 37.2. Students demonstrated higher performance in estimation strategies (68%) compared to visual representation tasks (32%). Many students struggled to interpret visual fraction models, especially when presented in unfamiliar forms such as non-standard diagrams or number lines. The results suggest that students' thinking remains procedural and lacks conceptual flexibility. Therefore, it is recommended that visual representation be more explicitly integrated into teaching practices as a tool to support estimation and foster meaningful fraction sense.

References

Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics, 52(3), 215–241. https://doi.org/10.1023/A:1024312321077

Cramer, K. A., Post, T. R., & Delmas, R. C. (2002). Initial fraction learning by fourth- And fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111–144. https://doi.org/10.2307/749646

Empson, S. B., & Levi, L. (2011). Extending Children’s Mathematics: Fractions & Decimals. Portsmouth, NH: Heinemann.

Faradiba, R., Susiswo, S., & As’ari, A. R. (2019). Representasi Visual dalam Menyelesaikan Masalah Kontekstual. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(7), 885–891.

Hidayati, N., Al Kusaeri, A. K., & Mahfudy, S. (2021). Profil number sense siswa berprestasi pada materi pecahan. Journal of Math Tadris, 1(1), 11–25. https://doi.org/10.55099/jurmat.v1i1.4

McIntosh, A., Reys, B., Reys, R., Bana, J., & Farrell, B. (1997). Number sense in school mathematics: student performance in four countries. Mathematics, Science & Technology Education Centre, Edith Cowan University. http://ro.ecu.edu.au/ecuworks/6819

Morano, S., & Riccomini, P. J. (2020). Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge Through Analysis of Student Representations. Assessment for Effective Intervention, 46(1), 27–38. https://doi.org/10.1177/1534508418820697

Nurhajarurahmah, S. Z., & Mulbar, U. (2025). Mengapa mahasiswa masih keliru memahami konsep pecahan? Suatu analisis melalui pendekatan Certainty of Response Index termodifikasi (CRI-Modif). JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 5(2), 449–463. https://doi.org/https://doi.org/10.53299/jagomipa.v5i2.1599

Reys, R. E., Reys, B. J., Nohda, N., & Emori, H. (1995). Mental Computation Performance and Strategy Use of Japanese Students in Grades 2, 4, 6, and 8. Journal for Research in Mathematics Education, 26(4), 304–326. https://doi.org/10.2307/749477

Sari, I. P., Suryadi, D., Herman, T., Dahlan, J. A., & Supriyadi, E. (2024). Learning Obstacles on Fractions: a Scoping Review. Infinity Journal, 13(2), 377–392. https://doi.org/10.22460/infinity.v13i2.p377-392

Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding of fractions. Developmental Psychology, 49(10), 1994–2004. https://doi.org/10.1037/a0031200

Siegler, R. S., & Thompson, C. A. (2014). Numerical landmarks are useful — except when they ’ re not. Journal of Experimental Child, 120(2014), 39–58. https://doi.org/10.1016/ j.jecp.2013.11.014

Singh, P., Hoon, T. S., Nasir, N. A. M., Han, C. T., Rasid, S. M., & Hoong, J. B. Z. (2021). Obstacles faced by students in making sense of fractions. The European Journal of Social & Behavioural Sciences, 30(1), 34–51. https://doi.org/10.15405/ejsbs.287

Singh, P., Salim, N. A. A. B., Hoon, T. S., & Nasir, N. A. M. (2024). Exploring the relationship between students’ attitudes and fraction sense proficiency across lower secondary grades. Indonesian Journal of Science and Mathematics Education, 7(2), 210. https://doi.org/10.24042/ijsme.v7i2.21776

Wulandari, D., & Amir, M. F. (2022). Analysis of Elementary School Students’ Difficulties in Fraction Addition. Kreano, Jurnal Matematika Kreatif-Inovatif, 13(1), 43–54. https://doi.org/10.15294/kreano.v13i1.35275

Wulandari, N. P., Ekowati, D. W., Novitasari, D., Hamdani, D., & Gunawan, G. (2021). Spatial Reasoning Profile of the Students with Good Number Sense Ability. Journal of Physics: Conference Series, 1933(1). https://doi.org/10.1088/1742-6596/1933/1/012077