Efektivitas PJBL Konteks Bola Susu Terhadap Pemahaman Perkalian Pecahan Siswa Sekolah Dasar
DOI:
https://doi.org/10.67686/didaktika.v10i3.2309Abstract
This study was motivated by the persistence of students’ misconceptions in fraction multiplication, particularly the natural number bias assuming that multiplication always produces a larger value. This condition indicates weak conceptual understanding and procedural dominance in mathematics learning. The study aimed to examine the effectiveness of Project-Based Learning through contextual activity of making milk balls in improving sixth-grade students’ conceptual understanding of fraction multiplication. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The participants consisted of 12 students in the experimental group and 20 students in the control group. The instrument was an essay test based on conceptual understanding indicators. Data were analyzed using normality tests, t-tests, N-Gain calculations, and supported by qualitative analysis of students’ responses. The results showed no significant difference in initial ability, but significant differences in posttest (p = 0.001) and N-Gain (p < 0,001). The mean N-Gain of the experimental group (0.54) was higher than the control group (0.31). Qualitative findings revealed a shift from procedural to conceptual understanding, although misconceptions were not completely eliminated. It is concluded that contextual Project-Based Learning effectively improves students’ conceptual understanding of fraction multiplication and helps reduce misconceptions.
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