Errors in solving fraction story problems by elementary students at Muhammadiyah 22 Surakarta

This study aims to identify and analyze the errors made by fourth-grade students in solving fraction story problems at Sekolah Dasar Muhammadiyah 22 Surakarta. Using Newman's error analysis theory, the research focuses on conceptual errors, transformation errors, process skill errors, calculation errors, and answer-writing errors, as well as their underlying causes. Employing a qualitative descriptive approach, the study collects data through interviews, observations, and documentation. The participants consist of fourth-grade students selected through purposive sampling. Data analysis follows the stages of Newman's theory, which include reading, comprehension, transformation, process skills, and encoding. To ensure validity, triangulation is conducted by cross-verifying data from multiple sources and methods. The errors are categorized based on their types and analyzed for factors contributing to their occurrence. The findings reveal that students commonly make conceptual errors due to limited understanding of the relationship between numerators and denominators. Transformation errors arise from difficulty in interpreting story problems into mathematical models. Process skill errors are linked to procedural mistakes in calculations, while calculation errors often result from a lack of accuracy and rechecking. Additionally, answer-writing errors occur despite correct calculations, due to inattentiveness during the final presentation of solutions. This study highlights the importance of using contextual teaching approaches and concrete learning media to improve students' understanding of fractions. The results provide valuable insights for educators and curriculum developers in designing interventions to reduce students’ errors in mathematics problem-solving. By addressing these challenges, the study contributes to enhancing teaching strategies and fostering a deeper understanding of fraction concepts among elementary school students.