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All Journal Journal of Didactic Mathematics Journal of Education For Sustainable Innovation
Mimi Hariyani
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education Languange, Linguistic, Communication & Media Mathematics Other

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Students’ learning obstacles in understanding of fraction concept during online learning Mimi Hariyani; Herawati Herawati; Melly Andriani; Suherman Suherman
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1849

Abstract

This study described students' learning obstacles in understanding fraction concepts at elementary schools during online learning. The subject was 38 person of fifth-grade students of elementary schools in Bandung and Pekanbaru, Indonesia. In this study, data was collecting through tests, interviews, and curriculum documents. The data was analyzed by reducing, presenting, and making conclusions. The results show that students faced three learning obstacles: ontogenic, epistemological, and didactical. The ontogenic obstacle is caused by students' inability to understand that the fraction parts must be the same. The epistemological obstacle is an obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle is caused by the teaching material presented had not introduced the concept of fractions comprehensively, so the students cannot interpret fractions ultimately.
Development of Mathematics Teaching Materials Using Didactical Design Research: A Study on Enhancing Pedagogical Content Knowledge in Quadratic Inequalities Geri Syahril Sidik; Riza Fatimah Zahrah; Mimi Hariyani; Fadhilaturrahmi Fadhilaturrahmi
Journal of Education For Sustainable Innovation Vol. 1 No. 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i1.489

Abstract

This study presents the development of mathematics instructional materials using the Didactical Design Research (DDR) framework, aiming to enhance the Pedagogical Content Knowledge (PCK) of prospective mathematics teachers in fractional number operations. The research adopted the ADDIE model and encompassed Analysis, Design, Development, Implementation, and Evaluation phases. The evaluation involved expert validators specializing in Didactical Design Research (DDR), subject matter, media, and educators. The resulting Semester Lesson Plan (RPS) assessment scores and teaching materials demonstrated a "Very Good" categorization, indicating their validity and suitability for field testing. Notable findings highlight epistemological, ontogenetic, and didactic obstacles in students' understanding of quadratic inequalities. The instructional materials showed incremental effectiveness during classroom implementation, as evidenced by increasing percentages of successful sessions. This research's implications for the future include the potential adaptation of the DDR framework across diverse educational contexts, exploring technological integration, and enhancing educators' proficiency in implementing DDR-based pedagogies. By bridging theoretical foundations with practical application, this study contributes to advancing mathematics education by fostering innovative instructional materials grounded in Didactical Design Research.
Co-Authors Fadhilaturrahmi Fadhilaturrahmi Geri Syahril Sidik Herawati Herawati Melly Andriani Riza Fatimah Zahrah Suherman Suherman