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Interpretation of fraction is the basis of meaningful fraction learning. Studentsu0027 misconceptions in interpreting fractions can be obstacles for students to understand further mathematical concepts. The purpose of this study is to identify studentsu0027 misconceptions in interpreting fractions. This research usedcontent analysismethode. The participants of this study were 63 students (32 female, 31 male) in one junior high school in Bengkulu City, Indonesia. This research participant has just studied the topic of fractions. Data collection was carried out by giving tests to 63 participants, and interviews with 6 students to obtain more comprehensive information. The questions asked in interview are based on studentsu0027 answers on the previous test. The selection of students interviewed was done by purposive sampling. The results showed that students experienced misconceptions in interpreting fractions as part of whole, as quotient, as ratios, as operators, and as measures. Based on the results of the interview, the misconception occurred because students experienced limited context in recognizing fractions.

Misconception Analysis of Junior High School Student in Interpreting Fraction