ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA OPERASI HITUNG PENJUMLAHAN DAN PENGURANGAN PECAHAN KELAS V SDN ULULERE

Fraction word problems represent a persistent challenge in elementary mathematics education, yet the specific error patterns students make in this domain remain insufficiently understood, particularly within rural school contexts. This study employed a qualitative descriptive design to analyze the types and contributing factors of errors made by 24 fifthgrade students at SDN Ululere in solving word problems on fraction addition and subtraction. Data were collected through a validated written test of five items, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model with triangulation to ensure trustworthiness. Three categories of errors were identified: conceptual errors (75%), procedural errors (62.5%), and computational errors (50%). Conceptual errors, primarily the misapplication of whole-number reasoning to fractional quantities and failure to identify appropriate operations, were the most prevalent. Procedural errors were characterized by incorrect determination of the least common denominator and omission of simplification steps, while computational errors frequently reflected performance failures under test conditions rather than genuine knowledge deficits. Students' errors were compounded by limited reading comprehension, insufficient conceptual grounding in fraction equivalence, and instructional practices that prioritized procedural repetition over contextual understanding. These findings indicate that fraction learning difficulties are hierarchically structured, with conceptual misunderstanding as the root cause, and call for student-centered, contextual instructional strategies that integrate mathematical literacy development to improve fraction word problem-solving competence in elementary education.