Analisis Kesalahan Penyelesaian Soal Pembagian Pecahan Dengan Pendekatan Ashlock Pada Peserta Didik di Sekolah Dasar

Abstract

Fraction division remains one of the most challenging topics in elementary mathematics, as students frequently make errors rooted in both procedural misapplication and conceptual misunderstanding. Despite extensive research on mathematical errors, studies employing the Ashlock approach to systematically categorize fraction division errors among elementary students remain limited, particularly within the Indonesian context. This study aims to analyze the types and patterns of errors made by fifth-grade students at SDN Pinang Ranti 05 Pagi in solving fraction division problems using the Ashlock approach. A qualitative approach with a descriptive research design was employed. Data were collected through diagnostic tests on fraction division, classroom observation during the test, and in-depth interviews, then analyzed using the Miles and Huberman model. The findings reveal that technical errors, particularly Computation Errors (CE), were the most dominant (45.2%), especially during simplification and conversion to mixed fractions. Procedural errors, notably Defective Algorithm (DA) involving the inversion of both fractions, were the next most frequent, followed by conceptual errors such as Wrong Operation (WO) in word problems, and combination errors. Five systematic error patterns were identified, one of which the inversion of both fractions reflects a procedural misconception stemming from a deeply rooted overgeneralization of the inversion rule. These errors were driven by internal factors, including cognitive weaknesses, limited metacognitive evaluation, and math anxiety, as well as external factors such as inadequate pedagogical methods and high dependence on peers. These findings imply the need for targeted instructional strategies that strengthen conceptual understanding of fraction operations and reduce students' reliance on rote procedural rules.