<![CDATA[AbstractMisconceptions often occur in students who have conceptually misunderstood. This study aim to identify the types of misconceptions and determine the causes of misconceptions in solving fraction operations. The research method used is descriptive qualitative. The subjects of the research were grade VII students who were in Jati Village, Tarogong Kaler District, Garut Regency. The sampling technique of this research is purposive sampling. The data collection technique used is a matter of fractional arithmetic operations, interviews, and peer observation. The data analysis techniques of this research are data reduction, data presentation, and conclusion drawing. The results showed that the types of students’ misconceptions were generalization, calculation, and notation. Misconceptions have a relationship with the level of problem-solving. The causes of misconceptions are students’ lack of interest in learning, students do not practice fraction counting operations, teachers often giving practice questions rather than concept learning, students’ memory is low, students’ inability to link everyday concepts into story questions, and students are not careful in doing their work. Abstrak Miskonsepsi sering terjadi pada siswa yang memiliki kesalahpahaman konsep. Penelitian ini bertujuan untuk mengidentifikasi jenis miskonsepsi dan mengetahui penyebab miskonsepsi dalam menyelesaikan operasi pecahan. Metode penelitian yang digunakan adalah metode penelitian kualitatif deskriptif. Subjek penelitian adalah siswa kelas VII di Desa Jati, Kecamatan Tarogong Kaler, Kabupaten Garut berjumlah 6 orang siswa. Teknik pengambilan sampel penelitian ini adalah teknik purposive sampling. Teknik pengumpulan data yang digunakan adalah soal operasi hitung pecahan, wawancara, dan observasi teman sejawat. Teknik analisis data penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa jenis miskonsepsi siswa yaitu penggeneralisasian, perhitungan, dan notasi. Miskonsepsi memiliki keterkaitan dengan tingkat penyelesaian masalah. Penyebab miskonsepsi yaitu minat belajar siswa kurang, siswa kurang berlatih operasi hitung pecahan, guru sering memberi latihan soal daripada pembelajaran konsep, daya ingat siswa rendah, ketidakmampuan siswa mengaitkan konsep sehari-hari kedalam bentuk soal cerita dan siswa tidak teliti dalam mengerjakan soal.]]>
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