<![CDATA[Abstract: The topic of fractions remains a challenge for many elementary schoolstudents, especially when it involves mathematical word problems. In reality, moststudents can solve fraction problems arithmetically, but they face difficulties whenasked to visually represent them. This research aims to analyze the visualrepresentation abilities of fifth-grade elementary school students in solvingfraction-related word problems. The research method follows the principles ofdescriptive qualitative research with data collection techniques using test andinterviews. A total of 23 fifth-grade students completed the test, and they werethen grouped based on their mathematical ability categories. Out of the 23students, 6 were selected to represent the different mathematical ability categoriesfor interviews. The results of this research indicate that all participants havediverse visual representation abilities. Students with high mathematical abilitiescan accurately represent fraction concepts in visual form, whereas students withmoderate abilities are less precise in representing fractions visually. Furthermore,students with low mathematical abilities are unable to solve fraction problemsusing visual representations accurately. The findings of this research imply theimportance of teaching and promoting understanding related to fraction concepts,focusing not only on arithmetic skills but emphasizing the teaching of fractionconcepts using visual representations.]]>
