Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)

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Commognition Framework: Types of Students’ Difficulty in Solving Fractional Task

Authors
Andika Setyo Budi Lestari1, *, Nonik Indrawatiningsih2, Ani Afifah1, Supriyo1
1Universitas PGRI Wiranegara, Pasuruan, Indonesia
2Universitas Negeri Surabaya, Surabaya, Indonesia
*Corresponding author. Email: andikalestari123@gmail.com
Corresponding Author
Andika Setyo Budi Lestari
Available Online 16 November 2022.
DOI
10.2991/978-2-494069-15-2_12How to use a DOI?
Keywords
Commognition; Fraction; Students’ difficulty
Abstract

The fraction is substantial material because it supports understanding the concepts of other mathematical materials and is used in daily life. However, many students have a weak ability to find a solution to fraction tasks. Also, the specific researches focused on fraction issue based on commognition framework are very limited. Therefore, this descriptive research investigates the types of students’ difficulty in solving fractional tasks based on the commognition framework. The study used a qualitative approach. The commognition framework includes visual mediators, routine, narratives, and word use. The knowledge was gathered through a written examination and an interview. The participants were 36 fifth-grade students. The triangulation process was used to ensure the quality and reliability of the testing findings by reviewing the outcomes of video recorded interviewing and the results’ written analysis. The research findings revealed that the students’ problems were mostly in the case of visual mediators, narratives, and routine mistakes. These kinds of failures will influence the next mission approach. In solving fraction tasks, the students used visual mediators very rarely. Thus, solving the fractional tasks made it difficult for them.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
16 November 2022
ISBN
978-2-494069-15-2
ISSN
2352-5398
DOI
10.2991/978-2-494069-15-2_12How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Andika Setyo Budi Lestari
AU  - Nonik Indrawatiningsih
AU  - Ani Afifah
AU  - Supriyo
PY  - 2022
DA  - 2022/11/16
TI  - Commognition Framework: Types of Students’ Difficulty in Solving Fractional Task
BT  - Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)
PB  - Atlantis Press
SP  - 105
EP  - 114
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-15-2_12
DO  - 10.2991/978-2-494069-15-2_12
ID  - Lestari2022
ER  -