Salah satu kemampuan yang perlu dikembangkan siswa dalam penyelesaian masalah matematika adalah kemampuan representasi visual. Kondisi siswa yang sering mengalami hambatan dan kesulitan memahami soal dinilai karena kurang dapat berpikir secara visual melalui gambar terkait ide-ide matematis yang dimilikinya. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan kemampuan representasi visual siswa kelas IV SDN 049 Tarakan. Metode penelitian yang digunakan adalah kualitatif deskriptif. Data dikumpulkan melalui tes soal, wawancara, dan dokumentasi. Sebanyak 27 siswa kelas IV-A mengisi lembar tes kemampuan representasi visual kemudian dikelompokkan berdasarkan kategori kemampuan matematika. Sebanyak 4 orang dipilih untuk mewakili kategori kemampuan matematika sedang dan rendah. Hasil penelitian menunjukkan bahwa tidak ditemukannya siswa yang masuk pada kategori kemampuan matematika tinggi pada tes representasi visual. Satu siswa berkemampuan matematika sedang mampu merepresentasikan nilai pecahan ke dalam bentuk gambar, namun belum mampu merepresentasikan dua kemampuan lainnya. Kemudian satu siswa berkemampuan matematika sedang lainnya mampu merepresentasikan konsep pecahan senilai ke dalam bentuk gambar dan mampu membandingkan dua bilangan pecahan ke dalam bentuk gambar, namun belum mampu merepresentasikan satu kemampuan lainnya. Sedangkan untuk kedua siswa berkemampuan matematika rendah belum mampu merepresentasikan nilai pecahan ke dalam bentuk gambar, merepresentasikan konsep pecahan senilai ke dalam bentuk gambar, dan membandingkan dua bilangan pecahan ke dalam bentuk gambar.

Kata Kunci: Kemampuan Representasi Visual, Pecahan, Sekolah Dasar

One of abilities that students need to develop in solving mathematical problems is the ability of visual representation. The condition of students who often experience obstacles and difficulties in understanding questions was assessed because they were unable to think visually through pictures related to their mathematical ideas. This study aimed to analyze and describe the visual representation ability of fourth grade students at SDN 049 Tarakan. The research method used was descriptive qualitative. Data were collected through test questions, interviews, and documentation. A total of 27 students in class IV-A filled out the visual representation ability test sheet and then grouped them by category of mathematical ability. A total of 4 people were chosen to represent the category of moderate and low mathematical ability. The results showed that there were no students who entered the category of high mathematical ability on the visual representation test. One student with moderate math ability was able to represent fractional values in the form of pictures, but was not able to represent the other two abilities. Then one student with moderate mathematical ability was able to represent the concept of equivalent fractions in the form of pictures and was able to compare two fractional numbers into pictures, but was not able to represent one other ability. Meanwhile, the two students with low math ability were not able to represent the value of fractions in the form of pictures, represent the concept of equivalent fractions in the form of pictures, and compare two fractional numbers in the form of pictures.