THE PROFILE OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF EQUIVALENT FRACTIONS BASED ON KOLB’S LEARNING STYLES

Abstrak / Ringkasan

Fraction equivalence is one concept within the extensive fraction schemata. The
understanding of fractions concepts is very important in understanding equivalent
fractions. Therefore, it is essential for students to acquire the conceptual
understanding of mathematical ideas in order to develop higher order mathematical
thinking skills. Even though, have not yet found past research that specifically focus
on relationship between Kolb’s learning styles and primary students’ conceptual
understanding of equivalent fractions, the piloting study was conducted to know the
relationship between those variables. Considering this fact, it is important to know
further, how students’ conceptual understanding of equivalent fractions will be
varied depending on their different Kolb’s learning styles.
This research describes the profile of primary school students’ conceptual
understanding of equivalent fractions based on Kolb’s learning styles. The results
showed the way of represent the symbolic representation into pictorial
representation and vice versa. Two students in fifth grade from SD Laboratorium
Unesa which have different Kolb’s learning style and have already taught the topic
were administered as the research subjects. The gender, mathematical ability, and
age were considered as control variables. This research used qualitative approach,
where the data were collected from written test and interview. It was completing
each other and was gathered in different time with similar questions. The data were
triangulated with time triangulation. Each profile, the differences and the similarities
between two subjects in their conceptual understanding of equivalent fractions were
highlighted in this research.

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