Tantangan Pemahaman Konsep Pecahan pada Siswa Sekolah Dasar: Systematic Literature Review

Zidan Muhabib, Arief Budhiman, Fita Permata Sari

Abstract

The low ability of elementary school students to understand fractions is one of the causes of poor overall mathematics achievement in Indonesia. This study aims to identify the types of difficulties, contributing factors, and learning approaches used to overcome difficulties in learning fractions through a systematic literature review. A review of 15 scientific articles published between 2020 and 2025 revealed that students struggle to visualize fractions as parts of a whole, compare fractions, and understand the relationship between numerators and denominators. The most dominant contributing factors include weak foundational numeracy skills, low motivation to learn, and the use of procedural teaching methods that lack contextual relevance. Meanwhile, approaches such as educational games, visual representations, interactive digital media, and realistic learning have proven effective in significantly improving understanding of fraction concepts. From these results, it can be concluded that efforts to improve fraction understanding should focus on conceptual and contextual learning supported by interactive media relevant to the characteristics of elementary school students.

Rendahnya kemampuan siswa Sekolah Dasar dalam memahami konsep pecahan menjadi salah satu penyebab lemahnya pencapaian matematika secara keseluruhan di Indonesia. Penelitian ini bertujuan untuk mengidentifikasi bentuk kesulitan, faktor penyebab, serta pendekatan pembelajaran yang digunakan dalam mengatasi kesulitan belajar pecahan melalui metode Systematic Literature Review (SLR). Hasil kajian terhadap 15 artikel ilmiah terbitan tahun 2020–2025 yang dianalisis menggunakan prosedur PRISMA menunjukkan bahwa siswa mengalami kesulitan dalam memvisualisasikan pecahan sebagai bagian dari keseluruhan, membandingkan pecahan, dan memahami hubungan antara pembilang dan penyebut. Faktor penyebab yang paling dominan meliputi lemahnya pemahaman numerasi dasar, minimnya motivasi belajar, dan penggunaan metode pembelajaran prosedural yang tidak kontekstual. Kajian juga menemukan bahwa pendekatan berbasis visual, digital, permainan edukatif, dan Realistic Mathematics Education (RME) secara konsisten efektif meningkatkan pemahaman siswa. Dari hasil tersebut dapat disimpulkan bahwa upaya peningkatan pemahaman pecahan perlu difokuskan pada pembelajaran yang bersifat konseptual, kontekstual, dan didukung oleh media interaktif yang relevan dengan karakteristik siswa Sekolah Dasar.

Keywords

kesulitan belajar, pecahan, Sekolah Dasar, pembelajaran matematika, systematic literature review

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DOI: https://doi.org/10.20961/shes.v8i3.107495

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