Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.15, No.2, 2024 16 Multiple Representation of Students in Solving Fraction Problems: Case Study of Androgynous of Junior High School Students Luluk Faridah*, Universitas Negeri Surabaya, Indonesia/Universitas Islam Darul ‘Ulum Lamongan, Indonesia. Orchid Number 0000-0002-6634-9737. E-mail: luluk.17070936002@mhs.unesa.ac.id/lulukfaridah@unisda.ac.id Tatag Yuli Eko Siswono, Universitas Negeri Surabaya, Indonesia. Orchid Number 0000-0002-7108-8279. E-mail: tatagsiswono@unesa.ac.id Raden Sulaiman, Universitas Negeri Surabaya, Indonesia. Orchid Number 0000-0002-1315-6536. E-mail: radensulaiman@unesa.ac.id * Corresponding Author: Abstract This research aims at describing multiple representation of androgynous students in solving fraction problems. The research is the case study analyzed with the qualitative method. Subject of the research is the students of SMPN 2 (Junior High School) Sukodadi Lamongan with the androgynous gender. There are two subjects in the research, that is, androgynous students 1 (A1/male), and androgynous students 2 (A2/female).Technique of subject collection used BSRI (Bem Sex-Role Inventory) questionnaire. Technique of subject collection is with giving test solution problems consisting of fraction of 2 questions. Based on data analysis of two androgynous subjects in solving the fraction problems apply the aspect of multiple representation. In the symbolizing aspects, subjects of A1 symbolizes known information, asked on the given problems with certain symbols.Whereas, subjects of A2 only write with the words. In the describing aspects, subjects of A1 use three representation (visual, verbal, and symbolic). Meanwhile, subjects of A2 use one representation (verbal). In the referring aspects, subjects of A1 and A2 are confident with the answers obtained/aligned with the given information. Keywords: Androgynous, Problem Solving, Multiple Representation DOI: 10.7176/JEP/15-2-03 Publication date: February 28th 2024 Introduction The use of multiple representation in mathematics learning is very important for the process of construction of student mathematical understanding, and for the success of solutions in mathematics problems. Multiple representation can help students in developing better conceptual understanding. The representation can be in the forms of pictures, diagrams, graphs, or the other forms of representation which can be used by teachers and students during the learning process. Somebody needs good representation to communicate something. Something perceived problems in which difficult and complicated will be easier solved with representation. Hutagol (2013) stated that “is needed good representation in mathematical learning process which is abstract, so the abstract mathematics is easier understood”. Ainsworth (2006), stated that “multiple representation can function as the instrument that facilitated and supported meaningful learning, and/or deep learning. The usage of multiple representation is excellent for teaching the abstract scientific consepts. Serving a concept or phenomenon by using various different representations can make the concept or phenomenon to be easier to understand and enjoyable for students. Waldrip, et al (2006) stated that “Multiple refers to the practice of re-representing the same concept through different forms, including verbal, graphic and numerical modes, as well as repeated student exposures to the same concept”. This can be interpreted that