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All Journal Indonesian Journal of Primary Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Karso, Karso
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Student Difficulties in Addition and Subtraction of Two Digit Numbers Mauhibah, Rohma; Karso, Karso
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Two digits addition and subtraction are important ability that must be mastered by all of student in elementary school. Because this skill will be the pre condition for further activities in mathematics. But, there are some student still have difficulties on it. This study describes about the student difficulties in solving addition and subtraction problem. The respondent are 28 student of second grade in SDN 033 Asmi Bandung. Research instrument is written test. There are three purpose of question (1) To know student ability on solving direct addition and subtraction problem, (2) To know student understanding on the meaning of operation. and (3) To know student understanding on relationship between addition and subtraction. There are three part of question. According to the findings obtained from the test, the students had some difficulties. The most difficulties is 78% of participant fail to answer 46 – 28= … . They can not do subtraction which is need to borrow. It is indicate that they just do the procedure without understanding the consept of operation. And then in question (… - 7 = 9 + 15 = …) there was 50% of student can not solve the problem. It indicate that they dodn’t understand on relationship between addition and subtraction
Sundanese Ethnomatemics Learning in Improving Mathematical Literacy Ability of Elementary School Students Mufidah, Mufidah; Karso, Karso
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Mathematical literacy is an important part of mathematical abilities that must be developed. At the end of 2016, Indonesia appreciated the achievement of the Program for International Student Assessment (PISA) value which increased significantly by 22.1 points. In the test, mathematical literacy experienced a good increase of 11 points. But, it is still considered low compared to other countries. The purpose of this review literature is to analyze Sundanese Ethnomatematics Learning in improving mathematical literacy skills. This article discusses in detail 1) sundanese ethnomatemics learning 2) mathematical literacy skills
Are the fractions difficult? A case study at Elementary School 033 Asmi Sartono, Sartono; Karso, Karso
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Mathematics was a subject that was required to all students, especially students in elementary schools. Mathematics was the foundation to understand and develop technology and science. One of the materials in mathematics was fractions. The material was material that was considered as the difficult material to be understood by students. The research design used in this study was a qualitative research design with the case study as its methodology. The results showed that (1) students who met the criteria standard were only 14.29%, i.e. 4 of 28 students. Whereas 85.71% was under the criteria, i.e. 24 of 28 students; (2) the difficulties learners in understanding and resolving a matter of fractions was multiplication of fractions with 29% who answered correctly, meeting fractions and integers with 21.4% who answered correctly, and mixed fractions with 39.3% who answered correctly. From these results, we can say that fractions were a difficult material to be understood by students
Aplikasi Discovery Learning Menggunakan Tali (Track A Line Idea) untuk Mendeteksi Keterampilan Berpikir Kritis Siswa Kelas VI SD Nugraha, Trisna; Fuadah, Ulfah Samrotul; Amalia, Adila; Karso, Karso
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.25087

Abstract

Penelitian dilakukan untuk menghimpun data awal mengenai keefektifan penggunaan model Discovery Learning  menggunakan TALI terhadap keterampilan berpikir kritis siswa pada mata pelajaran matematika materi geometri kelas VI di sekolah dasar. Tujuan dari penelitian ini adalah untuk mendeskripsikan apakah penerapan model Discovery Learning menggunakan TALI dapat efektif terhadap keterampilan berpikir kritis siswa pada mata pelajaran  matematika materi geometri kelas VI di sekolah dasar, dengan desain penelitian mengacu pada sintak model Discovery Learning yang menjadi patokan dalam rancangan pembelajaran yaitu, (1) memberikan stimulus; (2) mengidentifikasi masalah; (3) mengumpulkan daa; (4) memproses data; (5) verifikasi; dan (6) membuat kesimpulan . Penelitian ini menggunakan desain penelitian eksperimen One-shot Case Study. dengan subjek siswa kelas VI  dengan jumlah siswa 17 orang. Pengumpulan data dilakukan dengan tes, observasi dan angket. Hasil penelitian ini menunjukkan bahwa motivasi dan aktivitas siswa dalam melakukan pembelajaran discovery learning berbasis TALI diinterpretasikan dalam kriteria tinggi dengan range persentase dari 84,12%-88,24%. Hal ini menandakan bahwa pembelajaran Discovery Learning sebagai pembelajaran konstruktivisme memberikan ruang bagi siswa untuk berpartisipasi secara aktif dalam pembelajaran dengan penggunaan design  pembelajaran terkelompok dan penemuan terbimbing sehingga siswa tetap memperhatikan aspek kedisiplinan dalam melakukan setiap tahapan dalam kegiatan pembelajaran.
Co-Authors Amalia, Adila Fuadah, Ulfah Samrotul Mauhibah, Rohma Mufidah Mufidah Sartono Sartono, Sartono Trisna Nugraha