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The concept of improper fraction has not been comprehensively understood by the students of prospective elementary school teacher so that it is necessary to reconstruct the concept. This research aims at analyzing the reconstruction of the improper fraction concept using analogy problem. The research is exploratory qualitative research. Conceptual reconstruction is independently designed through a task in the form of 3 questions that can guide students to reconstruct the concept independently. The instruments used in this research are 3 test questions for 44 students and in-depth interviews on 3 selected research subjects. The result of the research shows that 1) there are 27 students who could reconstruct the concept independently in a perfect manner that are called the independent type, 2) there are 15 students who were able to reconstruct the concept but only on a simple problem that are called the dependent type 3) there are 2 students who did not succeed in reconstructing the concept that are called the stagnant type. This research concludes that the reconstruction of the concept can be done without teaching the concept, but instead by providing problem solving tasks that can be solved independently. The future researchers also need to conduct research on developing students' self confidence in solving problems independently. [ABSTRACT FROM AUTHOR]

This study aims to describe the slow learners' metacognition activity based on multiple intelligence. This research was conducted at Surabaya State Junior of High School in odd semesters in class VII. The subjects in this study were 2 junior high school students. There is awareness, regulation, and evaluation of the metacognitive activity functions used in this study. The data instrument used is Higher Order Thinking Skills at the C4 of Taxonomy Bloom level. Data are analyzed based on how they communicate, strongly speak, and how they work in the spreadsheet. Designing data used was metacognitive activity functions on each student. It is found that there are differences for each student with multiple intelligences. [ABSTRACT FROM AUTHOR]