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Purpose of the study: The concept of student fraction, in general, is to understand a small part of an intact part so that students' understanding of fractions as quantities needs to be considered in the context of quantitative reasoning. This study aimed to explore and describe the reasoning of junior high school students in Bima, Indonesia, in understanding the relationship of quantities as a fraction. Methodology: Research was conducted with qualitative research, which was descriptive exploratory with the stages of giving the Fraction Problem Task (FPT) and task-based interviews. The subjects in this study were 4 students selected from grades 8 and grade 9, who had studied fraction material and were chosen based on the categorization shown by students on the answer sheet. Main Findings: The results of this study described that there were two forms of student reasoning approaches, namely the variable and the non-variable approach. In the variable approach, students used multilevel variables, namely level one and level two, whereas, in a non-variable approach, students connected quantities directly, without involving variables. Applications of this study: The process of connecting quantities involved quantitative reasoning with different quantitative operations, such as the quantity combination in the form of multiplication, addition, and concurrent combination of multiplication and addition. Novelty/Originality of this study: In the process of linking quantities, students were connecting composite units with intact units directly, and students were connecting composite units, continuous units, and then connecting to intact units.
Purpose of the study: The concept of student fraction, in general, is to understand a small part of an intact part so that students' understanding of fractions as quantities needs to be considered in the context of quantitative reasoning. This study aimed to explore and describe the reasoning of junior high school students in Bima, Indonesia, in understanding the relationship of quantities as a fraction. Methodology: Research was conducted with qualitative research, which was descriptive exploratory with the stages of giving the Fraction Problem Task (FPT) and task-based interviews. The subjects in this study were 4 students selected from grades 8 and grade 9, who had studied fraction material and were chosen based on the categorization shown by students on the answer sheet. Main Findings: The results of this study described that there were two forms of student reasoning approaches, namely the variable and the non-variable approach. In the variable approach, students used multilevel variables, namely level one and level two, whereas, in a non-variable approach, students connected quantities directly, without involving variables. Applications of this study: The process of connecting quantities involved quantitative reasoning with different quantitative operations, such as the quantity combination in the form of multiplication, addition, and concurrent combination of multiplication and addition. Novelty/Originality of this study: In the process of linking quantities, students were connecting composite units with intact units directly, and students were connecting composite units, continuous units, and then connecting to intact units.
This study aims to evaluate the effectiveness of using Bar Model in the topic Length word problem solving questions involving Higher Order Thinking Skills (HOTS). This study involved 51 Year 4 pupils from the District of Baram, Marudi, Sarawak. This study focuses to examine the effectiveness of using Bar Model by converting the HOTS problem solving questions to visual by drawing bar models. This is a quasi-experimental research and the effectiveness of this method will be analysed through the findings from pre-test and post-test. The results of this study were analysed by using SPSS version 22 for pre-test and post-test results. The results indicated that during post-test, students who used Bar Model Method showed significant improvement in their HOTS level (p=0.000) compared to the control group (p =0.435) which indicates that there is no difference in the pre and post-test.
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