Effective Teaching Methods Research Articles

Teaching intellectual property law today: testing the relevance of the “problem-based learning” method

ABSTRACT How should intellectual property (IP) law be taught today? This is an important question due to the growth of IP as an academic subject over the past decades, reflecting its increasingly interdisciplinary reach and need to deal with novel questions of law. It will be argued that, while always applicable, the skills of interdisciplinarity, creative thinking, ethical awareness and ability to deal with uncertainty in law have become even more relevant for current students of IP. This article draws on pedagogical literature from law and other disciplines to argue that problem-based learning (PBL) is theoretically an effective method of teaching that can develop these skills. It concludes with a case study of a PBL session during a Master’s course to identify some of the challenges of PBL in practice and how these can be addressed in the future. This case study contributes to existing literature on PBL in law by focusing on postgraduate study and using a problem drawn from real-life current events.

Leveraging Data Analytics to Investigate the Effectiveness of Flipped Classroom Models: A Case Study of Practical Programming Teaching

Educators face multiple challenges when teaching programming, such as the intricate nature of programming knowledge, the choice of effective teaching methods, and the diverse abilities of learners. Traditional teaching methods often fail to address these challenges, leading to higher dropout rates and lower student grades. This paper explores a study on the effectiveness of the flipped classroom model as a strategy to enhance student engagement in a practical programming course. In addition, learning data was analyzed to examine the relationship between pre-class preparation and in-class learning outcomes. The study's results indicate that the flipped classroom model significantly enhances student engagement and performance. Students who diligently completed pre-class assignments and dedicated more time to study demonstrated improved performance in subsequent in-class exercises. The results emphasize the potential of the flipped classroom model as a successful teaching method for increasing student involvement, encouraging self-directed learning, and ultimately improving the overall educational experience in programming courses.

Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses

As a course that emphasizes practical international business communication skills, Business English Audiovisual Speaking requires students not only to master language skills, but also to be able to apply them flexibly in a real business environment. However, this highly practical and professional requirement often causes students to encounter difficulties in language comprehension, expression and failure to keep up with the progress in the learning process, thus triggering foreign language anxiety. Such anxiety not only affects students' learning efficiency, but also may lead them to fear negative evaluations and even refuse to communicate in a second language when necessary. Based on the theory of foreign language anxiety, this study takes students majoring in Business English in College G as the research object and analyzes in depth the phenomenon of students' foreign language anxiety in Business English Audiovisual Speaking course. It is found that students generally have moderate to severe foreign language and listening anxiety in this course. To this end, targeted coping strategies were proposed, including students' self-regulation strategies and teachers' effective teaching methods. These strategies aim to help students alleviate their foreign language anxiety, thereby improving their language learning, and ultimately cultivating high-quality talents who are competent in the international business environment. Through this study, we hope to provide an empirical basis for the field of business English education and contribute to the reduction of students' foreign language anxiety and the improvement of teaching quality.

THE CULTURE OF ARABIC LANGUAGE LEARNING IN THE PERSPECTIVE OF BERNARD SPOLSKY'S LANGUAGE POLICY

<p><em>This article examines the culture of Arabic language learning through the perspective of Bernard Spolsky's language policy. Spolsky defines language policy as language practice, language belief, and language management. In the context of Arabic language learning, language policy includes the implementation of appropriate curricula, effective teaching methods, and sustainable management of education. </em><em>This research uses qualitative studies. Data collection techniques are carried out through observation, interviews and documentation. To perform data analysis, researchers use analytical theory according to Miles and Hiberman by condensing data, presenting data and drawing conclusions. At the data validity checking stage, researchers used triangulation methods and peer discussions.The study's findings are as follows: First, the ministry of religion's policy teaching materials are implemented using the minister of religious affairs' decree number 183 of 2019, and the administration of both madrasas construct learning plans, selecting appropriate learning media and methods. In madrasah Aliyah Negeri 2 Malang, the concept is similar. In developing learning activities, there involves planning for learning. Second, in both madrasas, the actuality of studying Arabic is based on the 2013 curriculum. And the ministry of religion's policy in the field to be more innovative and intensive on learning Arabic, as well as the idea of dimadrasah Aliyah negeri 2 Malang for arabic language learning to be done in a network or from home.</em><em></em></p>

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Information Training and Media Education: a Method of Solving Students' Educational and Cognitive Problems in an Integrated Information Environment

Discusses the method of solving students' educational and cognitive problems in an integrated information environment. The purpose of the study is to determine effective forms and methods of information training and media education to ensure universal access to education throughout life. The source of the study was the works of scientists who consider issues of media education and information training as an important component of the educational and cognitive tasks of students in the context of an integrated information environment. A set of pedagogical research methods, both theoretical and practical, was used. According to experts, in the field of educational resources, the total volume of knowledge doubles every year, while the degree of satisfaction of the information needs of users in the absence of an appropriate level of skill in working with information does not improve. Computer science is today defined as one of the fundamental areas of scientific knowledge that forms a system-information approach to the analysis of the surrounding world, the study of information processes, methods and means of obtaining, transforming, transmitting, storing and using information, a rapidly developing and constantly expanding area of human practical activity associated with the use of educational resources. In this regard, media education and information training of students are considered as an important part of the professional and educational skills and abilities of students in the context of an integrated information environment. The results of the study can serve as a basis for solving educational and cognitive problems of continuous education, since today no serious economic, social, technical problem can be successfully solved without processing significant amounts of information.

Efficient learning design

This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient Learning Design and a survey among educators, the efficiency of their designs is analysed, and the underlying factors are identified. The study shows that 92% (n = 57) of the design interventions had a positive impact, 73% (n = 45) had an impact equal to or higher than the required effort, and 8% (n = 5) made no significant difference or even had a negative impact. The paper identifies six factors for efficient learning design interventions based on the educators’ responses. These include leveraging opportunities where teaching requires redesign, guiding educators on effective pedagogical methods, utilising peer feedback and collaboration, creating reusable, technology-supported activities and materials, supporting educators’ design decisions and professional development, and ensuring a positive experience. Additionally, educators can benefit from a broad understanding of impact beyond improved learning outcomes.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF ORGANIZING INDEPENDENT WORK OF STUDENTS IN HIGHER MEDICAL EDUCATION INSTITUTIONS DURING THE STUDY OF "OBSTETRICS AND GYNECOLOGY"

Modern medical education faces numerous challenges that require new approaches to student training. In the context of rapid changes in medicine and increasing demands on professionals, it is essential not only to transmit knowledge but also to foster students' ability to work independently and think critically. Psychological and pedagogical aspects of organizing independent learning activities become key to ensuring effective education. Research on motivation, psychological barriers, and innovative teaching methods opens new horizons for developing professional skills in students. The true goal of the educational process is to cultivate not only qualified but also adaptive medical professionals who can respond quickly to changes and challenges in contemporary practice.Aim of the study. To investigate the psychological and pedagogical features of organizing independent work of students in higher medical institutions when studying obstetrics and gynecology, focusing on motivational factors, psychological barriers, and effective teaching methods that promote the development of professional skills and readiness for practical activities.Material and methods. The impact of psychological and pedagogical aspects on organizing independent work of students in higher medical educational institutions during the study of obstetrics and gynecology has been examined, as well as the analysis of scientific articles and research that highlight effective approaches to improving the educational process in this field.Results. The Bologna Declaration emphasizes the importance of student activity and autonomy, making the organization of their independent work particularly relevant in modern conditions. The transition to a credit-module system of education ensures the individualization of the educational process, promoting self-development and active cognitive activity. This system changes traditional approaches to teaching, transforming the roles of instructors in the process. Students become more responsible for their own preparation, which increases their motivation to learn. As a result, independent work becomes a key element in forming professional skills and competencies of future medical practitioners, opening up new opportunities for their development.Conclusions. Independent work of students in the context of a credit-module system of education in a medical university occupies 29% to 42% of educational time and opens up broad opportunities for the development of students' cognitive independence. The main conditions for its effective implementation include motivating students towards this activity, taking into account the psychological characteristics of the youth collective, as well as organizing education with mandatory monitoring of the results of independent work.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

Planning and management of environmental education to promote educator’s environmental awareness and pro-environmental behaviour

The increased burden on educators to promote environmental education has recently attracted research interest. Since environmental knowledge has insignificant direct effects on pro-environmental behaviour, it is important to devise effective teaching methods to reduce the burden on educators and promote environmental conservation. In this study, we examined whether the planning and practice of educating others promoted environmental consciousness in the educators. Twenty-four and twenty-two university students participated in the study as part of an experimental and active control group, respectively. The experimental group was asked to plan and manage events meant to educate children about the environment and help them feel comfortable in nature. As a result, compared to the beginning of the study, the experimental group participants exhibited increased environmental consciousness. This improvement could be attributed to the fact that the participants possibly altered their behaviour towards the environment, consistent with the nature conservation practices they presented to the children participating in the abovementioned events. These findings highlight how planning and managing environmental conservation events for others could influence and improve individuals’ environmental consciousness.

Comparing the Effectiveness of Different Dietary Educational Approaches for Carbohydrate Counting on Glycemic Control in Adults with Type 1 Diabetes: Findings from the DIET-CARB Study, a Randomized Controlled Trial.

Carbohydrate counting is recommended to improve glycemic control in type 1 diabetes (T1D), but the most effective educational methods are unclear. Despite its benefits, many individuals struggle with mastering carbohydrate counting, leading to inconsistent use and suboptimal glycemic outcomes. This study aimed to compare the effectiveness of two group-based programs with individual dietary counseling (standard care) for glycemic control. The trial was a randomized, controlled, open-label, parallel-group design. Adults with T1D on multiple daily insulin injections (MDIs) and with glycated hemoglobin A1c (HbA1c) 53-97 mmol/mol were randomly assigned (1:1:1) to basic (BCC), advanced carbohydrate counting (ACC), or standard care. Primary outcomes were the changes in HbA1c or mean amplitude of glycemic excursions (MAGEs) in BCC and ACC versus standard care after six months. Equivalence testing was performed to compare BCC and ACC. Between November 2018 and August 2021, 63 participants were randomly assigned to BCC (N = 20), ACC (N = 21), or standard care (N = 22). After 6 months, HbA1c changed by -2 mmol/mol (95% CI -5 to 0 [-0.2%, -0.5 to 0]) in BCC, -4 mmol/mol (-6 to -1 [-0.4%, -0.6 to -0.1]) in ACC, and -3 mmol/mol (-6 to 0 [-0.3%, -0.6 to 0]) in standard care. The estimated difference in HbA1c compared to standard care was 1 mmol/mol (-3 to 5 [0.1%, -0.3 to 0.5]); p = 0.663 for BCC and -1 mmol/mol (-4 to 3 [-0.1%, -0.4 to 0.3]); p = 0.779 for ACC. For MAGEs, changes were -0.3 mmol/L (-1.5 to 0.8) in BCC, -0.0 mmol/L (-1.2 to 1.1) in ACC, and -0.7 mmol/L (-1.8 to 0.4) in standard care, with differences of 0.4 mmol/L (-1.1 to 1.9); p = 0.590 for BCC and 0.7 mmol/L (-0.8 to 2.1); p = 0.360 for ACC versus standard care. An equivalence in effect between BCC and ACC was found for HbA1c, but not for MAGEs. Group-based education in BCC and ACC did not demonstrate a clear advantage over individualized dietary counseling for overall glycemic control in adults with T1D. Healthcare providers should consider flexible, patient-centered strategies that allow individuals to choose the format that best suits their learning preferences when selecting the most suitable dietary educational approach.

에듀테크를 활용한 자기주도적 음악 창작 영역의 지도 방안 연구

The 2022 revised curriculum was announced to help students develop core competencies required by the future society and grow into leading individuals in line with the changing times. The purpose of this study is to examine the utilization of various Edtech programs and effective teaching methods in the field of Edtech through them. We believe that what students need to live in a rapidly changing future society is self-directedness to make judgments and decisions on their own and the ability to utilize digital media, and we plan to utilize Edtech as a method to develop these abilities. In this study, we analyzed the 2022 revised music curriculum and examined teaching methods in the field of music creation using Edtech. The most noticeable change in the revised music curriculum is the establishment of a creative field, and since there are many ways to apply Edtech to the creative field, we focused on creative activities. By analyzing the revised curriculum, we organized the activity topics of creative classes, explored Edtech that can be utilized in music classes, and then presented learning strategies that can enhance self-directedness. Based on this, a teaching and learning model for the music creation field utilizing Edtech was presented and a teaching and learning guidance plan was proposed accordingly. Edtech can be utilized in various ways in music creation classes and can be said to be an essential element in education for the future. Through this study, it was confirmed that the use of Edtech in music and creation classes can foster learners' self-directed capabilities and digital media utilization capabilities. It is hoped that this study will be helpful to teachers in the field and that follow-up research on this topic will continue.

ICT Integration and Students’ 21st-Century Learning Skills in ELT

Information and Communication Technology (ICT) has become essential in developing nations in recent years, greatly influencing a number of industries, including ELT and education. However, although incorporating technology into instruction is emphasized in today's educational environment, research on how these affects students’ abilities for 21st-century learning has yielded mixed results that leads to the inconsistent information, including in Indonesia. Therefore, to address this issue, ICT integration in ELT and its impact on students' learning capabilities at SMA N 3 Yogyakarta are examined in this qualitative case study. Data from 10 grade X participants spread across five classrooms were collected through document analysis, classroom observation, and in-depth interviews. The results showed that ICT integration is common, mostly at the passive and amplification levels. Citizenship, collaboration, creativity, and communication all showed positive effects; however, critical thinking and character still need further evaluation. To get the most out of ICT and help instructors develop 21st-century abilities, effective teaching methods and frameworks are advised. It is also suggested that standardized rules and guidelines should be established for the incorporation of ICT in education.

Planning literature education in schools based on literary ecology

This study aims to describe how ecological values that emphasize environmental awareness can be incorporated into literature education in schools. This research is qualitative, using an ecocritical and collaborative approach. The results show that literature serves not only to entertain but also to educate and can be used to raise awareness among students by integrating ecological values into literature learning. The application of these values can be observed through the teaching of reading and writing literary works with themes about the current state of nature, the beauty of nature if undisturbed by human activity, how humans can protect the universe, and the consequences of environmental destruction for the survival of humanity and all it encompasses. This application can be implemented by adapting reading and writing materials to literary ecology within the Learning Objectives Flow, which will be developed in the Lesson Plan (RPP). It includes the use of learning resources aligned with the materials in the RPP, employing relevant learning media based on literature-based ecological reading and writing materials, and designing effective teaching methods suited to the material. By incorporating ecological values into literature education in schools, it is hoped that students will gain ecological awareness to contribute to saving the earth from further degradation.

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.

METHODOLOGICAL CYCLE IN THE IMPLEMENTATION OF THE EDUCATIONAL APPROACH

The «New Ukrainian School» concept implementation necessitates the continuous enhancement of pedagogical approaches and the exploration of effective teaching methods that address contemporary educational challenges. The purpose of the article is to define the concept and analyze the functioning of the cycle of the teacher's methodical system in the implementation of educational approaches. System-structural (analysis of scientific literature, synthesis, comparison, systematization, generalization) was chosen as the main research method. The article researches the teacher`s methodological system as a cyclical process that facilitates a systematic and effective organization of learning activities. Special emphasis is placed on the key stages of this cycle: establishing learning objectives, assessing students' readiness to engage with the material, selecting educational content, and choosing optimal methods and forms for lesson design. The critical component of the methodological cycle is the selection of an educational approach that aligns with both learning outcomes and the developmental characteristics of students, thus enabling a flexible and personalized educational process. The article highlights the importance of the cyclical model in ensuring high effectiveness in the learning process, fostering the development of essential competencies among students, and achieving educational goals. Beyond theoretical justification, practical recommendations are provided for adapting the methodological system to various educational approaches, particularly in the contexts of distance and blended learning. The recommendations offered aim to support teachers in refining their practices and implementing innovative strategies focused on maximizing learning outcomes. This approach promotes the development of critical thinking and other competencies necessary for students' successful socialization in today’s world.

MATHEMATICS EDUCATION BASED ON LOCAL WISDOM: LEARNING STRATEGIES THROUGH HOMBO BATU

This study aims to explore the application of local wisdom-based mathematics education through learning strategies using the traditional game Hombo Batu. Local wisdom is considered a valuable resource for enriching the learning process and enhancing students' understanding of mathematical concepts. Through this approach, students not only learn theoretically but also connect the material to their daily experiences, which increases their motivation and engagement. The results of the literature review indicate that Hombo Batu can serve as an interactive learning medium, supporting the development of social skills and strengthening students' cultural identity. Although there are challenges in its implementation, such as a lack of training for teachers and limited resources, recommendations for integrating local wisdom into the mathematics education curriculum can help create more meaningful learning experiences. This study is expected to provide insights for the development of more relevant and effective teaching methods in the educational context.

The Influence of The Problem-Based Learning (PBL) Model on The Learning Outcomes of Fourth Grade Students in Social Studies at SD N 040457 Berastagi

This research examines the impact of the Problem Based Learning (PBL) model on the learning outcomes of fourth-grade students in social studies at SD N 040457 Berastagi. Utilizing a quasi-experimental design, the study compares PBL-based learning methods with conventional teaching approaches. The findings reveal that students engaged in PBL-based learning demonstrate significantly improved academic performance compared to those using traditional methods. These results provide valuable insights for educators and policymakers, highlighting the effectiveness of PBL in enhancing students' understanding of social studies content. By focusing on the local context of SD N 040457 Berastagi, this research contributes to the development of teaching practices that meet students' specific needs. Furthermore, the study encourages future research to explore the potential of the PBL model across diverse educational settings, enriching the understanding of the most effective teaching methods. The primary objective of this study is to evaluate the effectiveness of the PBL model in improving students’ academic achievement and to offer recommendations to educators and policymakers regarding the use of PBL as an approach to enhance the quality of learning in schools, particularly in social studies.

DEVELOPMENT AND IMPLEMENTATION OF A FIVE-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENT MISCONCEPTIONS ON FRACTIONS: A SIGNIFICANT STEP TOWARDS IMPROVING MATHEMATICS EDUCATION

Misconceptions in fractions, a significant challenge in mathematics education, occur when students' conceptions do not align with scientific conceptions, yet they firmly believe in the correctness of their conceptions. These deeply rooted misconceptions are difficult to eliminate and not easily identified with conventional instruments. Therefore, this study aims to develop a valid and reliable five-tier diagnostic test instrument to identify students' misconceptions about fractions effectively. The design of this development research involves qualitative and quantitative methods using the 4D model (define, design, develop, disseminate). Sixty-eight seventh-grade students were involved in quantitative instrument quality testing; data were analyzed using SPSS. The final result of the development of this instrument was 12 questions declared valid and reliable. Furthermore, the instrument was applied to 30 seventh-grade students in different schools to identify their misconceptions about fractions. Based on the analysis of the combination of students' answers, it was obtained that 36.4% of students understood the concept, 8.9% were in the false positive category, 7.2% were false negative, 9.7% lacked knowledge, and 37.8% had misconceptions. It was found that the most dominant description of misconceptions (33%), namely, students assume that the smaller the denominator of a fraction, the smaller the value of the fraction. Then, it was also found that students' thinking, in general, causes misconceptions to occur. The practical implication of the results of this study is that teachers can use the instrument and identify misconceptions to develop more effective teaching methods, thereby improving mathematics education by helping students avoid and anticipate misconceptions.