MTES3073 - TOPIK 4

PENGAJARAN
PERPULUHAN

Salah Konsep & Kesilapan Umum Dalam
Perpuluhan
 Kesilapan dalam pembacaan
nombor perpuluhan

 Student misapplies knowledge of whole numbers when
reading decimals and ignores the decimal point.
 Contoh :

45.7 = “forty five-seven”/“four hundred fifty-seven.”

 Kesilapan dalam menyatakan nilai
tempat bagi digit dalam perpuluhan 

 Murid tidak dapat membezakan nilai tempat bagi nombor
bulat dan nombor perpuluhan. Murid akan menganggap
semua digit dalam perpuluhan sebagai nombor bulat.
 Contoh :
Kedudukan Nombor bulat Titik Nombor perpuluhan
32.49 nilai perpuluhan 

3 2 . 4 9

Nilai tempat Puluh Sa . Persepuluh Perseratus

Nilai digit 30 2 . 0.4 0.09

Murid yang bermasalah menguasai kemahiran perpuluhan akan

menyatakan nilai tempat bagi digit 4 ialah ‘puluh’ namun jawapan yang
betul ialah ‘persepuluh’
 Kesilapan dalam perbandingan
nilai nombor perpuluhan

 Karp, Bush & Dougherty (2014), Stacey and Steinle (1998):
  One  misconception students often have about decimals
is, “The longer the number, the larger the number”

 Example :
3.175 > 3.4 (because 175 is greater/longer than 4)

 Griffin
A (2016)
related: misconception is, the longer the decimal, the
smaller the number

 Contoh :
2.725 < 2.7(because thousandths is smaller than tenths)
Kesilapan dalam kekeliruan antara
pecahan dengan perpuluhan
 Griffin (2016) :

The common error is for students to overgeneralize
similarities between decimals and fractions.

 Incorrectly converting fractions to decimals

 Example 1 :
4/5 = 0.45 or 1/2 = 0.2
 This common misconception has been observed in previous
research (Sackur Grisvard & Leonard 1985) as well as in the
MES National Assessment Grade 9 in 2013 Question 3(b).
 Example 2 : Other types of conversion misconceptions, chan
(2009)
 Kesilapan dalam pumbundaran
nombor perpuluhan

 Student misapplies procedure for rounding whole
numbers when rounding decimals and rounds to the
nearest ten instead of the nearest tenth, etc.
 Example :
Round 3045.26 to the nearest tenth.

Student responds, “3050” or “3050.26”

 Kesilapan dalam titik
perpuluhan (decimal place)

 Example 1:
Write down 6.387 correct to two decimal places.
Student answer : 6.387 = 638.7 (2 dp)
 Examiner’s report: National Assessment Grade 9 2013,
Question 2(c): “some students shifted the decimal point by 2
digits to the right, thus obtaining the wrong answer 638.7”.
 Example 2:
Write down 7.996 correct to two decimal places.
Student answer : 7.996 = 7.10 (2 d.p).
 Student does not carry one to in front of the decimal place.
 Kesilapan dalam penambahan
perpuluhan

 Number to the right of the decimal cannot be
regrouped into whole numbers.
 Contoh :
5.4 + 2.8 = 7.12
( students view the decimal part of a number as separate from
the whole number)
Kesilapan dalam penambahan &
penolakan perpuluhan

 Adding or subtracting without considering place
value, or starting at the right as with whole numbers.
 Example 1: 
4.15 + 0.1 = 4.16
 Example 2:
12 – 0.1 = 11

 Students tend to misplace the decimal point when

adding or subtracting two decimal numbers.
Kesilapan dalam penambahan &
penolakan perpuluhan

 Contoh : Daripada kajian Aida Suraya, Sharifah dan
Hasnah. (1993)
0.64 + 7 = 14 - 4.4 = 
 Kesilapan dalam pendaraban
perpuluhan

 Example :
2.3 x 3.9 = 2.76

Error occurred in the second line where student recorded

the answer, 69 when 3 × 2.3.
 Kesilapan dalam pendaraban &
pembahagian perpuluhan

 Students tend to misplace the decimal point when multiplying two
decimal numbers.
 Example 1:
3.01 x 0.02 = 602

(student does not move the decimal place)

 Examiner’s report: Cambridge O level November 2013 Paper 1

Question 2 (b)”Most students obtained the figures 602 instead of
0.0602, but not all placed the decimal point correctly.”
 Cadangan Penambahbaikan

 Menunjukkan jadual nilai tempat bagi nombor perpuluhan
seperti rajah 1.

 Murid-murid dibimbing melihat perbezaan antara nilai

tempat bagi nombor bulat dan nombor perpuluhan.
SEKIAN, TERIMA KASIH !!

 Rujukan
Aida Suraya, Sharifah dan Habsah. (1993). Analisis Kesilapan Masalah-masalah Berkaitan Nombor
Perpuluhan dan Pecahan Bagi Pelajaran-pelajaran Tahun Lima Sekolah Rendah. Dimuat
turun daripada http://apjee.usm.my/JPP_12_1993/Jilid%2012%20Artikel%2002.pdf.
Cambridge International Examinations 2010. (2013). O level Mathematics syllabus D Paper 1. Dimuat
turun daripada https://www.cambridgeinternational.org/.
Cindy Jong, et.al. (n.d.). Decimal Dilemmas Interpreting and Addressing Misconceptions. Ohio
Journal of School Mathematics 75, 13-21. Dimuat turun daripada
file:///C:/Users/Acer/Downloads/5731-17131-1-PB.pdf
Griffin, L.B. (2016). Tracking decimal misconceptions: Strategic instructional choices. Teaching
Children Mathematics, 22 (8), 488–494.
Karp, K.S., Bush, S.B., & Dougherty, B.J. (2014). 13 Rules that expire. Teaching Children Mathematics,
21(1), 18–25.
Mathematics Navigator. (n.d.). Misconceptions and Errors. Dimuat turun daripada
https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/207/Misconcepti
ons_Error%202.pdf.
Mauritius Examination Syndicate. (2013). National Assessment Grade 9.6. Dimuat turun daripada
http://mes.intnet.mu/English/Pages/Examinations/secondary/form_three/Form-III-
QuestionPapers.aspx.
Mohd Maliki. (2013). HBMT3013 pecahan dan perpuluhan: masalah dan penyelesaian. Dimuat turun
daripada
https://www.academia.edu/5293384/HBMT3103_pecahan_dan_perpuluhan_masalah_
dan_penyelesaian.
Stacey, K., & Steinle, V. (1998). Refining the classification of students’ interpretations of decimal
notation. Hiroshima Journal of Mathematics Education, 6, 49-69.