Analysis of Misconception of Elementary School Teacher Study Program UKI Toraja Lectures about Fraction

Misconception is a concept that is not in accordance with the concept recognized by experts. As a
result of misconceptions, new knowledge will not be properly integrated into students' cognitive
structures. If a student learns a new concept and processes it into the student's cognitive structure, which
mixes with the concept, it can lead to improper understanding. Therefore, it is the misconception that
needs to be understood before it can be acted upon. Understanding mathematical concepts is an
important foundation for solving mathematical problems and everyday problems. With a good
understanding of mathematical concepts, students will easily remember, use, and rearrange a concept that
has been learned and can solve various variations of mathematics. Therefore, understanding the concept
is used as one of the three aspects of assessment in learning mathematics. Fractions are basic mathematics
material that must be reached by prospective elementary school teacher students. The complexity of this
material sometimes results in errors that not only occur to students, but also occur to teachers. This
research was conducted with the hope that after knowing the misconceptions of prospective elementary
school teacher students, it can be considered for mathematics lecturers in designing and managing the
learning process so that later it can improve the understanding of prospective elementary school teacher
students in terms of concepts and strategies before teaching in elementary schools.