How students learn fraction through pempek lenjer context

Abstract

Many prior studies were conducted related to designing instructional activities using context in learning fraction. However, the context used probably does not work in other country because it is not familiar to students. This study aimed to design fraction problem using pempek lenjer context and to describe how they work with the context. Design research is chosen as research methodology in this study and it involves 35 fifth grader students. Data collections consist of students' worksheet, observation, and interview. The result showed that pempek lenjer context provoked students in learning fraction. Most of students use bar model horizontally or vertically to represent pempek lenjer. Some of them made shading parts of pempek or see the pattern from each package. The other students use multiplication and its relation with division.