Translational Process of Enactive, Iconic, Symbolic Representations in Understanding the Concept of Fractions

Fraction concept translation studies have been conducted extensively,
but there is variability in their application especially in the context of concept
understanding by students. In understanding the concept of fractions, students apply
representations through enactive, iconic, or symbolic methods. This study aims to
describe and analyze the translation process from enactive to iconic representations,
as well as from iconic to symbolic in understanding the concept of fractions by
students. This research was conducted in North Toraja with the research subject
being a third-grade elementary school student. Data were collected through taskbased
interview sheets, and analyzed using data condensation, data presentation,
and conclusion drawing and verification methods. The results showed that third
grade elementary school students with a concrete operational level of thinking were
able to understand the concept of simple fractions through a translation process from
enactive to iconic representations, as well as from iconic to symbolic. This process
involves thinking activities through the stages of unpacking the source, preliminary
coordination, constructing the target, and determining equivalence.