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All Journal International Journal on Emerging Mathematics Education KACANEGARA Jurnal Pengabdian pada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Surya Abdimas Jurnal Teknologi Dan Sistem Informasi Bisnis Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Journal of Educational Management and Instruction (JEMIn) INCOME: Indonesian Journal of Community Service and Engagement Mathematics Education Journal
Nursanti, Yuli Bangun
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Utilizing Length Models and Number Lines to Enhance Students’ Understanding of Fractions Putri, Amellia; Sujadi, Imam; Nursanti, Yuli Bangun
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp241-264

Abstract

Fractions are abstract mathematical concepts that often challenge students due to their various representations. While fraction instruction in schools typically emphasizes area models, it is crucial to incorporate other models, such as length models and number lines. This study aims to 1) identify the learning obstacles students encounter in representing fractions with length and number line models, 2) develop didactic designs to address these learning obstacles, and 3) evaluate the effectiveness of the designs. Employing a qualitative approach grounded in the Didactical Design Research (DDR) framework, the study comprised three stages: prospective, metapedadidactic, and retrospective analysis. Data were collected through tests administered to 20 seventh-grade bilingual students, in-depth interviews with those experiencing difficulties, and an analysis of their learning resources. All the collected data on learning obstacles were then analyzed using the Miles & Huberman method, which involves the stages of data reduction, data display, and conclusion drawing. The findings indicate that students relied predominantly on area models due to limited instructional exposure, leading to learning obstacles when representing fractions using the length model and locating them on the number line. When asked to use the length model, students tended to revert to area representations, reflecting conceptual constraints. Based on these obstacles, a didactic design was developed in which the length model and number line were introduced sequentially and in an interconnected manner. The design proved effective, as no further learning obstacles were identified after its implementation. These findings suggest that systematically integrating both representations strengthens students’ conceptual understanding of fractions.
Co-Authors Aryadi, Salma Fadhila Cahyani, Rossa Amelia Farida Nurhasanah Fikriyani, Farah Faizah Gibran, Gibran Khalil Huda Firdausyi, Wantech Arofiq Imam Sujadi Ira Kurniawati Mardiyanti, Ririn Ningati, Citra Tiara Putri, Amellia Ramadhani, Nova Dhias Regita, Annisa Sahwa Riki Andriatna Salsabiela, Tamara Febriana Saputra, Rafiftya Yosindra Wiraswati, Putri Wulandari, Arum Nur