<![CDATA[Conceptual understanding is a crucial component of mathematics learning, particularly in fraction topics at the elementary school level. However, students often experience conceptual difficulties that lead to misconceptions, which are not always detected through conventional assessments. This study aims to analyze elementary school students’ conceptual understanding of fractions using a three-tier multiple-choice diagnostic test. This study employed a descriptive approach involving fourth-grade elementary school students. The research instrument was a three-tier multiple-choice diagnostic test consisting of three levels: answer selection, reasoning, and students’ confidence levels. Data were analyzed by classifying students’ conceptual understanding into four categories: sound understanding, partial understanding, misconception, and lack of understanding. The results revealed that the misconception category had the highest percentage, while the number of students with sound conceptual understanding remained relatively low. These findings indicate that most students hold incorrect conceptions of fractions and strongly believe in their understanding. The three-tier multiple-choice diagnostic test proved effective in identifying students’ levels of conceptual understanding and error patterns, serving as a foundation for designing differentiated instruction tailored to students’ learning needs.]]>
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