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All Journal Jurnal Konseling dan Pendidikan Jurnal Elemen PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pengabdian Pada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Community Service Learning Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Edumatica: Jurnal Pendidikan Matematika International Conference on Health Science, Green Economics, Educational Review and Technology (IHERT) JPLED Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Panicgogy International Journal Jurnal Pendidikan MIPA
Thesa Kandaga
Universitas Pasundan
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Jurnal Pendidikan MIPA

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Misconceptions on Interpreting and Modeling the Concept of Division Among Elementary School Teachers Krisnadi, Elang; Kandaga, Thesa; Adnan, Mazlini
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1496-1514

Abstract

This study investigates the nature and extent of conceptual misconceptions held by elementary school teachers in interpreting and modeling the mathematical concept of division. Motivated by the recognition that students’ misunderstandings often originate from teachers’ inadequate conceptual grasp, particularly regarding the use of partitive and quotative models, this research addresses a critical gap in the literature on teachers' mathematical representations. Although division is a foundational concept in mathematics instruction, limited empirical research has explored how teachers misconstrue its meanings in classroom contexts. Employing a descriptive qualitative design within a multiple-case study framework, the study involved 80 fifth-grade teachers from four major Indonesian cities: Jakarta, Bandung, Yogyakarta, and Surabaya. Participants were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and lesson plan analysis. Thematic analysis was used to identify recurring patterns of misconception across instructional practices.  Findings in this study revealed misconceptions among many teachers in distinguishing between the partitive (repeated subtraction) and quotative (equal sharing) interpretations of division. This confusion results in the use of inappropriate, rigid, or overly simplified concrete models. The misconception distorts mathematical representations and contributes directly to the propagation of student misconceptions. The most prominent patterns occurred during story problem interpretation, where teachers struggled to match the semantic structure with the appropriate division model. These conceptual misconceptions not only distort instructional representations but also contribute to students' way of thinking. These findings highlight the urgent need for targeted professional development programs. Those would emphasize semantic analysis of word problems and the flexible use of multiple representations. Such interventions are essential to help teachers deliver instruction that fosters conceptual understanding beyond procedural fluency. Aligning teacher training with findings in this study may prevent the transfer of fundamental misconceptions to students and promote deeper mathematical thinking in early education contexts.    Keywords: misconceptions, interpretations, division, elementary school, teacher.
Co-Authors Adnan, Mazlini Agus Dede Anggiana Angelia, Inge Anggoro Ari Nurcahyo Ardi Dwi Susandi Beni Yusepa Ginanjar Putra Dadang Juandi Darhim Darhim Darta Darta Darta, Darta Gusti, Valeria Yekti Kwasaning Hasan Basri Hasratuddin Hermawan, Vevi Isnawan, Muhamad Galang Jusep Saputra, Jusep Krisnadi, Elang Lilik Syafriani Mery Noviyanti Mohamad, Liana Mohamad, Liana Binti Monike, Rismun Sufia Nia Gardenia Nida Amelya Al Fitriani Nida Aulia Pangesti Limbangan Novianti, Idha Nurcahyo, Anggoro Ari Nurcahyo, Anggoro Ari Osman, Zahir Putri Andini, Putri Rindastri, Vivi Risnawati, Erna Rizky Rosjanuardi Rodríguez-Nieto, Camilo Andrés Sendi Ramdhani Setiawan, Wahyu Heri Sri Agustini Dalimunthe Suci Nurhayati Suci Nurhayati Sudirman Sudirman Sudirman Sugilar, Sugilar Susyati Susyati, Susyati Taufiqulloh Dahlan