S. Widodo, T. Ikhwanudin
This research aims to analyse students' understanding when a fraction is taught with multiple representations. The respondents of this research were 27 junior high school students in the 7th grade. The method of this research was qualitative, data were collected through the test, interview, and observation. The grounded theory with coding and constant comparison was used to analyzed data. The results of this research are two types of students' understanding, there are procedural understanding (syntax thinking) and conceptual understanding (semantic thinking). To justify the results, the research findings then discussed using related theories. Copyright © 2020 EAI
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, 40154, Indonesia; PPPPTK TK dan PLB, Jl. Dr. Cipto No. 9, Bandung, 40171, Indonesia
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