ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI PECAHAN DI KELAS IV SD NEGERI 2 WONOMULYO

Fractions are important material in elementary school mathematics learning because they are directly related to everyday life. However, many students have difficulty when solving story problems on fraction material. This is because story problems require the ability to read, understand, and convert the question sentence into mathematical form. Based on initial observations at SD Negeri 2 Wonomulyo, it was found that fourth grade students still often make mistakes in solving story problems on fraction material. This research was conducted to identify the types of student errors, find the factors that cause them, and formulate solutions to minimize these errors.
This research uses a qualitative approach with the type of case study, because it aims to deeply understand student errors in solving story problems on fraction material. The subjects in this study were fourth grade students of SD Negeri 2 Wonomulyo. The data collection techniques used include direct observation of the learning process, semi-structured interviews with students and class teachers, and documentation in the form of student work. Data were analyzed using the Miles and Huberman analysis model, which consists of data reduction, data presentation, and conclusion drawing. To identify the types of errors made by students, researchers used the Newman Error Analysis (NEA) approach, which includes five stages: reading errors, comprehension, transformation, process skills, and encoding.
The results showed that the most frequent errors made by students were errors in understanding the problem, followed by errors in reading symbols and transformation. The main factors causing the errors were the lack of understanding of fraction concepts, low mathematical literacy, and students' habit of rushing when working on problems. Teachers have made several efforts to minimize these errors, including providing routine exercises, using simple problem language, and getting students used to writing down important information before solving problems. It is hoped that this strategy can improve students' ability to solve math story problems correctly.