The Relevance of Learning Routine Processes in the Class to the Multiple Representation Ability of Junior High School Students in Task Solving of the Concept of Fraction in Terms of Gender

Abstract

The study aims to describe the relevance of the process of learning routines in the classroom to the multiple representation ability of Junior High School students in solving the fraction concept task in terms of gender. The research method is descriptive with the type of qualitative research. The technique of taking the subject is using the BSRI (Bem Sex-Role Inventory). Data collection techniques are by giving tests and interviews. The results showed that the number of test scores for students' multiple representation ability in grades 7B and 7C in each gender had increased. Of the 32 students in grade 7B, 14 students used visual representations, 9 students used verbal representations, and 9 students used more than two representations, namely visual and verbal. Meanwhile, of the 33 students in grade 7C, 11 students used visual representations, 16 students used verbal representations, and 6 students used more than two representations, namely visual and verbal. This is influenced by the routine process of learning in the classroom, where students in grade 7B use visual methods and grade 7C use verbal methods.

Keywords: routine process, multiple representation, gender

DOI: 10.7176/JEP/13-31-09

Publication date: November 30^th 2022