Exploration of primary school teacher students’ understanding in fraction concept

Rahmadani,; Nurlaelah, Elah; Herman, Tatang; Anaguna, N.

doi:10.1088/1742-6596/1211/1/012060

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…Studies on fractions has been increasing recently. In the last ten years, several studies have examined the development of the students' cognitive processes in forming the concept of fractions (Arnon et al, 2014;Bailey et al, 2015;Kalra et al, 2020), the mistakes in completing a test in the topic of fractions (Ciosek & Samborska, 2016;Kazemi & Rafiepour, 2018;Rahmadani et al, 2019;Tunç-Pekkan, 2015), and the treatment to improve the students' understanding of the concept of fractions including their operations (Aydın et al, 2018;Dewi et al, 2017;Gunderson et al, 2019;Reinhold et al, 2020;Vula & Kingji-Kastrati, 2018). However, the basic problem lies in the complexity of the concept of fractions itself that causes confusion to educators.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Elementary School Students' Learning Obstacles: A Case Study on the Concept of Fractions

et al. 2023

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The research aimed to conduct an in-depth investigation of the learning obstacles faced by elementary students in the concept of fractions. Employing a qualitative method, this study involved the fourth and fifth graders of elementary schools as the participants. The data were collected both quantitatively and qualitatively. The quantitative data were collected through a test on the concept of fractions developed by the research team. Meanwhile, the qualitative data were collected via interviews. The data were then analyzed using quantitative and qualitative methods. The results of the quantitative data analysis indicated that the average number of students who answered the overall test questions correctly was 13.33%. Through qualitative analysis, it was found that the students experienced three types of learning obstacles including epistemological, didactical, and ontogenical obstacles. Epistemological obstacles were faced by the students in the construction of fractions as parts of a whole in the visualization of the model area. Didactical obstacles occurred in the construction of fractions as parts of a whole in the visualization of discrete models and improper fractions. Ontogenical obstacles occurred in the construct of fractions as measures, especially placing fractions on the number line. The findings of this study

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Section: Introductionmentioning

confidence: 99%

Analysis of the Elementary School Students' Learning Obstacles: A Case Study on the Concept of Fractions

et al. 2023

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“…Penelitian lain juga mengindikasikan bahwa beberapa calon guru mengalami kesulitan dalam menerangkan teori pecahan kepada peserta didik (Chinnappan 2000). Temuan serupa juga terlihat dalam studi oleh Rahmadani et al (2019), yang menemukan bahwa 23 mahasiswa calon guru di salah satu Universitas di Makassar menghadapi hambatan dalam memahami materi pecahan.…”

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Analisis Learning Obstacle Mahasiswa Pada Materi Konsep Pecahan

Rahmadani,

Bakri,

Hamzah

2023

Jurnal Ilmiah Pendidikan

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Tujuan dari penelitian ini adalah untuk menginvestigasi kendala-kendala yangdihadapi oleh mahasiswa Pendidikan Guru Madrasah Ibtidaiyah (PGMI) dalammemahami konsep pecahan, dengan fokus pada analisis hambatanpembelajaran (learning obstacle). Metode penelitian yang digunakan adalahdeskriptif kualitatif. Analisis mengenai hambatan-hambatan pembelajarandiperoleh melalui tinjauan pustaka serta melalui hasil uji coba hambatanpembelajaran dengan menggunakan metode pendekatan kualitatif. Lebih lanjut,analisis mendalam terhadap hasil uji coba tersebut dilakukan melaluiwawancara dengan delapan mahasiswa yang menunjukkan tingkat kesalahantertinggi. Hasil dari penelitian ini mengungkapkan bahwa terdapat tigakarakteristik utama dari hambatan pembelajaran yang teridentifikasi, yaknihambatan didaktis, hambatan epistemologis, dan hambatan ontogenik.Kemunculan hambatan didaktis dapat disebabkan oleh keterbatasan materi danlatihan-latihan yang tersedia dalam buku sumber yang digunakan, sedangkanmateri ajar yang disediakan oleh dosen hanya terbatas pada sumber tersebut.Sementara itu, hambatan epistemologis muncul karena pemahaman mahasiswamengenai konsep pecahan masih terbatas, karena mereka belum sepenuhnyamemahami konsep pecahan dalam konteks bagian-keseluruhan, himpunanbagian,kesatuan, dan garis bilangan. Hambatan ontogenik, di sisi lain, timbulkarena minat mahasiswa terhadap pemahaman materi pecahan masih kurang.Dalam mengajar topik-topik seperti pecahan atau bahkan topik matematikalainnya, penting bagi pendidik untuk memberikan kesempatan kepadamahasiswa untuk bereksplorasi dan menemukan konsep-konsep tersebut secaramandiri agar proses pembelajaran dapat memiliki makna yang lebih mendalam.

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Using VBA for microsoft excel based on 6-questions cognitive theory in teaching fraction

Wijaya

Zulfah

Hidayat

et al. 2020

J. Phys.: Conf. Ser.

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Learning media is a tool that is used to make the teaching and learning process easier. In this modern era, most of the students complained that mathematics is hard and boring. Other than that, the traditional teaching method makes students less practical and not mastering the concept taught, which is why there is a need of a learning media innovation using Information and Communication Technology (ICT). Learning fraction in primary school can be helped using VBA for Microsoft excel in supporting the fraction subchapter so that it will be more interesting and easier to understand. The purpose of this research is to develop a VBA for Microsoft excel on fraction, which then is evaluated on their validity and practicality as a learning media. The design of this research is using the experimental design with pre-test and post-test to compare the students’ understanding ability on fraction between the class that uses VBA for Microsoft excel and the traditional teaching method. The result of this research shows that the learning media, we can conclude that VBA for Microsoft excel based on the 6-questions cognitive theory can improve the students’ understanding ability significantly.

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Exploration of primary school teacher students’ understanding in fraction concept

Cited by 4 publications

References 6 publications

Analysis of the Elementary School Students' Learning Obstacles: A Case Study on the Concept of Fractions

Analysis of the Elementary School Students' Learning Obstacles: A Case Study on the Concept of Fractions

Analisis Learning Obstacle Mahasiswa Pada Materi Konsep Pecahan

Using VBA for microsoft excel based on 6-questions cognitive theory in teaching fraction

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