A Lesson Design of Algebraic Thinking in Elementary School as an Efforts to Develop Mathematical Literation in Industrial Era 4.0

Pratiwi, Veronika Unun; Farokhah, Laely; Abidin, Zaenal

doi:10.22460/pej.v3i2.1376

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…The students' test responses indicate that they have not fully mastered some of the materials. One of the contributing factors is the lack of mastery of prerequisite materials and that the materials have not met the learning criteria in certain learning situations (Pratiwi, Farokhah, & Abidin, 2019). The prerequisite knowledge for learning to create patterns in mathematics involves computational concepts, such as addition, substitution, multiplication, and division (Pratiwi, Herman, & Lidinillah, 2018).…”

Section: Discussionmentioning

confidence: 99%

Eksplorasi Berpikir Aljabar Siswa Kelas V dalam Menyelesaikan Soal Pola Bilangan

Maharani,

Masduki

2023

Universitas Jambi

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Penelitian ini bertujuan menyelidiki kemampuan berpikir aljabar siswa kelas 5 sekolah dasar dalam menyelesaikan soal dimensi fungsi. Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek dalam penelitian ini sebanyak 131 siswa kelas 5 dari 2 sekolah dasar swasta di Surakarta, Jawa tengah, Indonesia. Instrumen pengumpulan data yang digunakan yaitu 5 soal tes berpikir aljabar dimensi fungsi yang diadopsi dari Raslton yang terdiri dari 2 soal pola numerik dan 3 soal pola gambar. Sebelum digunakan, soal terlebih dahulu divalidasi oleh tiga orang ahli pembelajaran matematika sekolah dasar dan diujicoba pada 10 siswa yang tidak termasuk sebagai subjek penelitian. Analisis data dilakukan dengan melakukan analisis dokumen jawaban siswa dalam menyelesaikan soal tes berpikir aljabar. Penelitian ini membatasi pada analisis data 89 siswa yang termasuk kategori kemampuan berpikir aljabar sedang yang diperoleh dari hasil tes. Analisis dokumen difokuskan pada langkah penyelesaian dan strategi yang digunakan untuk menyelesaikan soal. Hasil penelitian menunjukkan bahwa siswa lebih mampu menyelesaikan pola bentuk linier dibandingkan pola nonlinier. Siswa juga lebih mampu menyelesaikan pola numerik dibandingkan pola gambar. Selain itu, strategi yang digunakan untuk menyelesaikan pola numerik yaitu menentukan kelipatan bilangan dan mengidentifikasi selisih antar suku pada pola. Sedangkan pada penyelesaian pola gambar, strategi yang digunakan yaitu menggambar pola dan mengidentifikasi selisih antar suku pada pola. Penelitian ini menyimpulkan bahwa sebagian besar subjek dengan kategori sedang mampu menunjukkan kemampuan berpikir aljabar dalam dimensi fungsi.

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Section: Discussionmentioning

confidence: 99%

Eksplorasi Berpikir Aljabar Siswa Kelas V dalam Menyelesaikan Soal Pola Bilangan

Maharani,

Masduki

2023

Universitas Jambi

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“…This research was conducted to compile and develop students' worksheets in learning algebraic concepts for class V in elementary schools. In Didactic Design research there are 3 stages that must be passed: (1) analysis of the didactic situation before learning in the form of a Didactic Hypothesis Design including ADP, (2) metapedadidactic analysis, and (3) retroactive analysis which links the results of metapedadidactic analysis (Pratiwi et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…These three competencies are the competence to think, act and live in the world. Critical thinking skills and the ability to solve problems are closely related to mathematical literacy skills (Pratiwi et al, 2019). Good literacy is literacy that can make skills that can help students to think critically and solve problems found in everyday life (Halidi et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Obstacle to Learning Algebra in Elementary Schools

Fauziah,

Lidinillah,

Apriani

2023

AlphaMath

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This research is based on the results of a preliminary study which identified students' learning barriers in algebraic multiplication and division material in elementary schools. Students do not fully understand the concept of algebraic multiplication and division due to learning obstacles related to limited didactic designs made by teachers. Learning obstacles experienced by students must be anticipated through a learning process that is able to overcome these problems. The researcher developed a didactic learning design using a Realistic Mathematics Education (PMR) approach. The aim of this research is to determine the learning obstacles experienced by students, develop didactical designs for algebraic multiplication and division, describe, test, and describe the designs that have been created. The research method used in this research is Didactical Design Research (DDR). This method consists of three stages, namely didactic situation analysis before learning in the form of Hypothetical Learning Trajectory (HLT) and Pedagogical Didactic Anticipation (ADP), metapedadidactic analysis and retrospective analysis. The data collection technique used is triangulation which combines observation, interviews and documentation. The design development process was carried out in class V with a total of 18 students, and the preliminary study stage was carried out in class IV at SDN 1 Sukamanah with a total of 22 students, and class IV at SDN Sukamulya with a total of 16 students. This research produces data regarding student barriers to multiplication and division material, didactical design in the form of teaching materials, student worksheets (LKPD), to minimize students' learning barriers to multiplication and division material in algebra.

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“…Algebraic thinking is an essential thinking skill to be developed in arithmetic reasoning in primary schools [1][2][3][4][5]. It bridges arithmetic to formal algebra [6].…”

Section: Introductionmentioning

confidence: 99%

“…Learning obstacles are important to study because the discovery of learning obstacles experienced by students is a new challenge for teachers to overcome. is is related to the teacher's role as a learning designer [2,3,11]. e more detailed the learning obstacles are analyzed, the more appropriate the solution is made or given and the more optimal it maximizes the potential of children and the learning process.…”

Section: Introductionmentioning

confidence: 99%

Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking

Sidik

Suryadi

Turmudi

2021

Education Research International

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This study aims at exploring learning obstacles about arithmetic operations, and problems of addition and subtraction of whole numbers in primary schools. This preliminary qualitative research used a didactic research design. The participants of this study were 50 second-grade students at primary schools in three regencies. The instruments used were test and nontest. The test technique was conducted by giving questions about algebra, whereas the nontest technique was in the form of interviews. The data were analyzed using interactive analysis by Miles & Huberman. The findings indicate that there are three types of learning obstacles, namely, (1) ontogenic obstacles with psychological and instrumental types (students feel afraid and do not understand the prerequisite material), (2) epistemological obstacles (students’ experience in working on story problems with the concept of algebraic thinking does not exist), and (3) didactical obstacle (the methods taught tend to focus on the counting process instead of understanding the concept). Learning barriers can be categorized into three types, namely, ontogenic, epistemological, and didactic barriers. With the discovery of these learning barriers, a solution is found in the form of making learning designs that are tailored to the learning obstacles found. One of them is by applying grading questions from story problems into mathematical sentences.

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A Lesson Design of Algebraic Thinking in Elementary School as an Efforts to Develop Mathematical Literation in Industrial Era 4.0

Cited by 3 publications

References 6 publications

Eksplorasi Berpikir Aljabar Siswa Kelas V dalam Menyelesaikan Soal Pola Bilangan

Eksplorasi Berpikir Aljabar Siswa Kelas V dalam Menyelesaikan Soal Pola Bilangan

Obstacle to Learning Algebra in Elementary Schools

Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking

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