Mathematical Problem-Solving in Fraction Tasks: A Qualitative Analysis of Junior High School Students Ability Levels

This study aims to provide an in-depth description of students' mathematical problem-solving processes regarding fractions, categorized by their level of mathematical ability. This qualitative descriptive study involved three eighth-grade students from SMP Negeri 8 Palu, representing high, medium, and low ability levels. Students were grouped based on their final examination (UAS) scores and standard deviation, while the selection of specific subjects took into account their UAS scores (highest, medium, and lowest) as well as teacher recommendations. Data were collected through written tests and semi-structured interviews, then validated using time triangulation. Data analysis followed Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and looking back (reviewing). The results indicate that students with high ability systematically fulfilled all of Polya’s stages. Students with medium ability were able to understand the problem and devise a strategy, but they encountered procedural misconceptions such as failing to find a common denominator and did not review their work. Meanwhile, students with low ability faced difficulties as early as the planning stage for operations with fractions and did not know how to verify their answers. These findings can serve as a reference for teachers in designing differentiated instruction.