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Background: Understanding fraction word problems requires students to interpret written information and relate it to mathematical representations and number magnitude. Aim: This study described the initial performance of Grade IVB students at SD Negeri 168 Pekanbaru on three indicators: interpreting story information as fractions, comparing unit fractions, and ordering unit fractions. Methods: A quantitative descriptive analysis was conducted using the recorded pre-cycle assessment scores of 23 students on 6 October 2026. The assessment comprised five multiple-choice and five open-ended items; descriptive statistics summarized the overall scores and percentage attainment for each indicator. Results: The mean score was 43.22, with a minimum of 6 and a maximum of 83. Nineteen students (82.61%) scored below the assessment threshold of 75. Attainment was 55.98% for interpretation, 35.43% for comparison, and 33.26% for ordering. Conclusion: The relatively lower attainment on comparison and ordering tasks identifies priorities for subsequent instruction. These descriptive data do not establish the causes of students’ difficulties or the effectiveness of the planned Directed Reading Thinking Activity strategy.
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Putri et al. (2026) studied this question.
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