Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions

Authors

  • Puji Lestari Universitas Negeri Yogyakarta, Indonesia https://orcid.org/0009-0000-9442-2922
  • Unik Ambarwati Universitas Negeri Yogyakarta, Indonesia
  • Yoppy Wahyu Purnomo Universitas Negeri Yogyakarta, Indonesia
  • Kinanti Pangestu Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v17i3.6907

Keywords:

fraction operation, learning obstacle, conceptual understanding

Abstract

Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.

References

Anugraheni, I., & Sartono, E. K. E. (2022). Analisis Kemampuan Berpikir Kritis Matematis Berbasis Realistik. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 244–249.

Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology, 113(3), 556–571. https://doi.org/10.1037/edu0000477

Diputra, K. S., Suryadi, D., Herman, T., & Jupri, A. (2023). Analysis of the Elementary School Students’ Learning Obstacles: A Case Study on the Concept of Fractions. Al Ibtida: Jurnal Pendidikan Guru MI, 10(1), 13. https://doi.org/10.24235/al.ibtida.snj.v10i1.13078

Fauzi, I., & Suryadi, D. (2020). Learning Obstacle the Addition and Subtraction of Fraction in Grade 5 Elementary Schools. Jurnal Kajian Pendidikan Islam, 12(1).

Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future? International Journal of Science and Mathematics Education, 15, 105–123. https://doi.org/10.1007/s10763-017-9814-6

Hendriyanto, A., Suryadi, D., Juandi, D., Dahlan, J. A., Hidayat, R., Wardat, Y., … Muhaimin, L. H. (2024). The didactic phenomenon: Deciphering students’ learning obstacles in set theory. Journal on Mathematics Education, 15(2), 517–544. https://doi.org/10.22342/jme.v15i2.pp517-544

Hidayah, A., & Maemonah, M. (2022). Analisis Hambatan Belajar Siswa Kelas IV Pada Mata Pelajaran Matematika. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 7(2), 232–240. https://doi.org/10.23969/symmetry.v7i2.6737

Mills, J. (2019). Making multiplication meaningful: Teaching for conceptual understanding. Teachers and Curriculum, 19(1), 17–25. https://doi.org/10.15663/tandc.v19i1.334

Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. J., & Burton, M. E. (2019). Using the Concrete Representational Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division. Learning Disability Quarterly, 42(1), 32–45. https://doi.org/10.1177/0731948718790089

Muharram, M. R. W., Prabawanto, S., & Jupri, A. (2019). Analysis of students’ critical thinking skill of fractions on primary school. Journal of Physics: Conference Series, 1157(3). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/1157/3/032119

Nurani, L. A., Nur’aeni, E., Apriani, I. F., Rijal, M., Muharram, W., Pendidikan Indonesia, U., … Edu, L. (2021). ANALISIS LEARNING OBSTACLE SISWA PADA MATERI PECAHAN SENILAI DI KELAS IV SEKOLAH DASAR. Journal of Elementary Education, 04, 5.

Permata, D., Wijayanti, P., & Masriyah. (2019). Students’ misconceptions on the algebraic prerequisites concept: Operation of integer numbers and fractions. Journal of Physics: Conference Series, 1188(1). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/1188/1/012059

Purnomo, Y. W. (2022). Riset Rekayasa Didakti upaya Menyusun Pengetahuan Matematis untuk Mengajar di Sekolah Dasar (1st ed.; A. Kristiyani, Ed.). Yogyakarta: UNY Press.

Purnomo, Y. W., Pasri, Aziz, T. A., Shahrill, M., & Prananto, I. W. (2022). Students’ failure to understand fraction multiplication as part of a quantity. Journal on Mathematics Education, 13(4), 681–702. https://doi.org/10.22342/jme.v13i4.pp681-702

Purnomo, Y. W., Widowati, C., & Ulfah, S. (2019). Incomprehension of The Indonesian Elementary School Students on Fraction Division Problem. Infinity Journal, 8(1), 57–74. https://doi.org/10.22460/infinity.v8i1.p57-74

Roesslein, R. I., & Codding, R. S. (2019, March 1). Fraction interventions for struggling elementary math learners: A review of the literature. Psychology in the Schools, Vol. 56, pp. 413–432. Wiley-Liss Inc. https://doi.org/10.1002/pits.22196

Rosid, A. A. A., Fitriyani, A. D., & Muflivia, R. (2022). Hambatan Belajar Siswa Pada Pembelajaran Matematika Materi Pecahan di Kelas V Sekolah Dasar. JURNAL PENDIDIKAN GURU SEKOLAH DASAR, 7(3), 61–70.

Ruli, R. M., Karawang, S., Ronggo Waluyo, J. H., Timur, T., Karawang, K., & Barat, J. (2021). IDENTIFIKASI HAMBATAN BELAJAR SISWA PADA KONSEP PERSAMAAN KUADRAT. Jurnal Pembelajaran Matematika Inovatif, 4(4). https://doi.org/10.22460/jpmi.v4i4.941-948

Salim Nahdi, D., & Gilar Jatisunda, M. (2020). Conceptual Understanding and Procedural Knowledge: A Case Study on Learning Mathematics of Fractional Material in Elementary School. Journal of Physics: Conference Series, 1477(4). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/1477/4/042037

Simon, M. A, Kara, M., & Placa, N. (2018). Promoting reinvention of a multiplication-of-fractions algorithm: A study of the Learning Through Activity research program. The Journal of Mathematical Behavior, 52, 174–187.

Simon, Martin A, Placa, N., Avitzur, A., & Kara, M. (2018). Running head: PROMOTING A CONCEPT OF FRACTION-AS-MEASURE 1 Promoting a Concept of Fraction-As-Measure: A Study of the Learning Through Activity Research Program.

Sukarma, I. K., Isnawan, M. G., & Alsulami, N. M. (2023). Understanding Learning Barriers in Fractional Multiplication: An Investigation Using Hermeneutics Phenomenology. International Journal of Social Science and Education Research Studies, 03(08), 1563–1569. https://doi.org/10.55677/ijssers/V03I8Y2023-07

Sulistyani, N., Prasojo, L. D., Purnomo, Y. W., Ardhana, S. S., Fitriya, Y., & Putri, Y. D. (2024). Epistemological Didactical Situation of Learning Factors and Multiples in Elementary School Students. Mathematics Teaching Research Journal, 66(5), 66–91.

Suryadi, D. (2019). Landasan filosofis : penelitian desain didaktis (DDR) (1st ed.; Tim Gapura Press, Ed.). Bandung: Gapura Press.

Ulfa, N, Jupri, A., & Turmudi, T. (2021). Analisis Hambatan Belajar Pada Materi Pecahan. Research and Development Journal of Education, 7(2), 226. https://doi.org/10.30998/rdje.v7i2.8509

Ulfa, Nadia, Jupri, A., & Turmudi, T. (2021). Analisis Hambatan Belajar Pada Materi Pecahan. Research and Development Journal of Education, 7(2), 226. https://doi.org/10.30998/rdje.v7i2.8509

Unaenah, E., Suryadi, D., & Turmudi. (2023). Students’ Learning Obstacles on Fractions in Elementary School. https://doi.org/10.2991/978-2-38476-020-6_16

Walle, J. A. V, Karp, K. S., & Williams, J. M. B. (2013). Elementary and Middle School Mathematics: Teaching Developmentally (8th ed.; A. Manalili, Ed.). Pearson.

Wulandari, D., & Amir, M. F. (2022). Analysis of Elementary School Students’ Difficulties in Fraction Addition. KREANO Creative-Innovative Mathematics (Education) Journal , 13(1), 43–54. Retrieved from http://journal.unnes.ac.id/nju/index.php/kreano

Downloads

Published

2025-08-27

How to Cite

Lestari, P., Ambarwati, U., Purnomo, Y. W., & Pangestu, K. (2025). Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions. AL-ISHLAH: Jurnal Pendidikan, 17(3), 5718–5728. https://doi.org/10.35445/alishlah.v17i3.6907

Issue

Vol. 17 No. 3 (2025): SEPTEMBER 2025

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.