Students' strategy in connecting fractions, decimal, and percent in solving visual form problems

Abstract

Fractions, decimals, and percentages are a rational number that is very important in mathematics and everyday life. However, there are still many students experiencing difficulties in understanding the concept due to its complexity in the scope of application and technical. Difficulty in understanding fractions and decimals will undoubtedly have implication for learning. This study aims to describe visual problem-solving strategies related to rational numbers of junior high school students in solving visual form problems. Descriptive research with a mixed approach was used for this purpose, with 32 students of grade VII in the middle school consisting of 10 (31.25%) boys, and 22 (68.75%) girls were used as research subjects. Data obtained through the subject has written answers to four questions in the form of visuals, namely one question determines the fraction, decimal, and percent values of a shaded area and three questions make up an area if a fraction, decimal, and percent value is given and the relationships among of them, which are then analyzed descriptively. The analysis results show that the subject's strategy of connecting fractions, decimals, and percent using conceptual and arithmetic operations, has not utilized the visual images provided optimally. On the other hand, the visual model is very important in understanding abstract mathematical concepts. Thus, the use of multiple visuals in learning fractions, decimals, and percent should be a concern to the teacher, especially on the topic of fractions.