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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu FONDATIA Islamika: Jurnal Keislaman dan Ilmu Pendidikan Attadib: Journal of Elementary Education Jurnal Ilmiah Wahana Pendidikan TRANSPUBLIKA INTERNATIONAL RESEARCH IN EXACT SCIENCES (TIRES) International Journal on Advanced Technology, Engineering, and Information System (IJATEIS) Jurnal Riset Pendidikan dan Pengajaran (JRPP) Jurnal Basicedu Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah
Unaenah, Een
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Religion Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Attadib: Journal of Elementary Education

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Studi Transposisi didaktik: Eksplorasi Taught Khowledge Pada Topik Pecahan Kelas V Sekolah Dasar Unaenah, Een; Suryadi, Didi; Turmudi, Turmudi
Attadib: Journal of Elementary Education Vol 7, No 1 (2023): Attadib: Journal of Elementary Education
Publisher : Fakultas Agama Islam Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32507/attadib.v7i1.2823

Abstract

Didactic transposition is an approach that allows the delivery of material more effectively and in accordance with student needs. The aim of this research is to explore how the concept of fractions is taught to fifth-grade elementary school students based on the didactic transposition approach. This research is part of didactic transposition research on fractional material, which consists of four stages: scholarly knowledge, knowledge to be taught, taught knowledge, and learned knowledge. Specifically, in this writing, the findings are presented only for the taught knowledge stage using qualitative research with descriptive methods. The results of the research show that the material presented in PBM shows a shift in knowledge on the concept of fractions from the concept of fractions as scholarly knowledge and knowledge to be taught to the concept of fractions as taught knowledge. This transition shows that there is a conceptual gap, both the concept gap between the concept definition presented by teachers in PBM as taught knowledge and the formal concept definition of scholarly knowledge, as well as the concept gap between the concept definition presented in PBM as taught knowledge and the concept definition presented in school mathematics textbooks as knowledge to be taught.
Co-Authors Aen, Kurotul Agustin, Renny Aisyah R., Nabilla Akbar, Ahmad Alvinda Amaliyah, Aam Anggraeni, Ani Nur Anisa, Dela Anjani, Ayu Aprilianti, Tarisa Amalia Asmoro, Shifa Nur Aulya, Zahra Cahya Wulandari Didi Suryadi Eni Nuraeni Eva Nurlaela, Eva Heruni, Qulu Bunur Hikmatulfazriyah, Sri Istikharah, Marshanda Julianis, Tania Khoirunnisa, Tasya Nurfadila Kumarani, Nanda Citra Magdalena, Ina Maulidya, Sarah Melyana, Angele Mohamad Syarif Sumantri Mufidah, Wiradatul Nabila, Aida Ningrum, Dwi Rahayu Kusuma Nur Azizah Nurzahro, Yufaida Oktapiani, Rizka Pertiwi, Nabila Putri Putri, Chika Meiliana Qur’ani, Fathiya Cahaya Rafidah, Aura Rahmatun Ramadan, Ananda Sinta Ratih Fitriana, Ratih Rini, Candra Puspita Riski Pratama, Riski Rohmah, Nafisah Nur Ropidoh, Siti Safitri, Laura Amalya Saharani, Aura Luthfia Sahrurosi, Putri Adinda Sefani, Nur Aliza Septi, Syafani Mayang Septia, Nirmala Setiawan, Rangga Rizky Sri Wulandari Sunardin, Sunardin Syafinka, Azayya Tsabitah, Jihan Fitri Turmudi Ummah, Siti Azkiatul Wahyu, Rahma Rizkiya Weningtyas, Zahra Wijaya, Arman Yeni Nuraeni, Yeni Yoranda, Dea Oktaviani Yuliawati, Dea Zamroni, Moh Zaudah, Dessiana