Kesulitan Guru Pada Pembelajaran Matematika Di Sekolah Dasar

Fauzi, Azra; Sawitri, Deni; Syahrir, Syahrir

doi:10.58258/jime.v6i1.1119

Cited by 18 publications

(16 citation statements)

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“…Tujuan utama matematika diberikan kepada siswa sekolah dasar adalah memahami dan belajar menguraikan konsep-konsep yang rumit (bilangan, geometri, dan simbol matematika), mengasah kemampuan siswa ketika menghadapi permasalahan matematika dengan cara yang benar, dan melatih keterampilan siswa dalam menggunakan matematika (Ananda & Wandini, 2022). Pernyataan tersebut diperkuat oleh (Fauzi, Sawitri, and Syahrir, 2020) bahwasannya matematika merupakan suatu ilmu logika dengan susunan konsep yang bersifat abstrak. Pelajaran matematika di sekolah dasar penting untuk dipelajari dikarenakan untuk mempersiapkan pada jenjang berikutnya.…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Bahan Ajar Matematika Materi Bangun Datar Kelas III Sekolah Dasar

Nisaa,

Yuniawatika,

Surayanah

2024

JIPM

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Penelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar matematika materi bangun datar kelas III di UPT SD Negeri Tegalrejo 01 dan sebagai pedoman guru untuk membuat bahan ajar matematika dengan melibatkan teknologi agar menarik minat belajar siswa. Permasalahan yang ditemukan yaitu siswa kesulitan memahami sifat-sifat bangun datar, lemahnya hitungan perkalian dan pembagian, siswa kebingungan menempatkan rumus keliling dan luas bangun datar, dalam proses pembelajaran guru hanya menggunakan buku tematik saja tanpa adanya bahan ajar lainnya sebagai pendamping penjelasan materi bangun datar, serta keterbatasan informasi pada buku tematik dan kumpulan soal menyebabkan siswa kesusahan dalam memahami materi. Penelitian ini menggunakan penelitian kualititatif dengan mengumpulkan data melalui angket, wawancara, dan observasi. Instrument data berupa wawancara dan angket analisis. Hasil dari analisis yang dilakukan yaitu didapatkan sebanyak 94 % siswa sangat membutuhkan bahan ajar sebagai pendamping belajar. Bahan ajar yang dimaksud haruslah kreatif dan inovatif dengan mengintegrasikan teknologi yang penyajiannya didukung dengan konten – konten yang menarik, dan untuk mendorong minat siswa terhadap matematika dan memudahkan memahami konsep matematika. This research aims to analyze the need for mathematics teaching materials for class III flat figures at UPT SD Negeri Tegalrejo 01 and as a guide for teachers to create mathematics teaching materials involving technology to attract students' interest in learning. The problems found were that students had difficulty understanding the properties of flat shapes, weak multiplication and division calculations, students were confused about placing the formulas for perimeter and area of flat shapes, in the learning process the teacher only used thematic books without any other teaching materials to accompany the explanation of flat shape material, and limited information in thematic books and question sets cause students to have difficulty understanding the material. The method used is descriptive qualitative obtained from interviews, student needs questionnaires, and observations. The results of the analysis carried out were that 94% of students really needed teaching materials as learning companions. The teaching materials in question must be creative and innovative by integrating technology whose presentation is supported by interesting content, to encourage student's interest in mathematics and make it easier to understand mathematical concepts.

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Section: Pendahuluanunclassified

Analisis Kebutuhan Bahan Ajar Matematika Materi Bangun Datar Kelas III Sekolah Dasar

Nisaa,

Yuniawatika,

Surayanah

2024

JIPM

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“…Salah satu mata pelajaran yang wajib diajarkan di sekolah adalah matematika, bukan hanya di jenjang pendidikan dasar, namun sampai di tingkat perguruan tinggi (Amin Asfari Barokah & Rahmi, 2022;Ananda & Wandini, 2022). Hal ini didasari karena tidak lepasnya penggunaan konsep matematika dalam kehidupan sehari-hari (Fauzi, Sawitri, & Syahrir, 2020). Matematika atau biasa disingkat MTK tidak hanya sebatas hitung menghitung saja, namun juga meliputi keterampilan pemecahan masalah, berpikir sistematis, melatih ketelitian, dan mendukung pengoperasian teknologi komunikasi yang sudah menjadi kebutuhan primer saat ini (Anggraeni, Muryaningsih, & Ernawati, 2020;Handayani & Mahrita, 2020).…”

Section: Pendahuluanunclassified

Variasi Mengajar Guru dalam Pembelajaran Matematika Di Sekolah Dasar

Wiratama,

Irawan,

Abdussakir

2024

jiip

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Pada penelitian ini, peneliti bertujuan menjelaskan bentuk-bentuk variasi mengajar guru kelas IV, kelas V, dan Kelas VI di SDN 018 Sungai Perak. Metoda penelitian yang digunakan adalah metode kualitatif, data-data yang dibutuhkan diperoleh melalui tiga cara, yaitu observasi, wawancara, dan dokumentasi. Data data tersebut kemudian diolah dan ditelaah serta dikaji melalui teknik analisis Miles dan Hubberman dengan tiga langkah yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan terdapat berbagai bentuk variasi mengajar yang dilakukan oleh guru diantaranya variasi pendekatan pembelajaran (pendekatan berpusat pada guru dan berpusat pada siswa), variasi metode dan strategi pembelajaran (metode ceramah, penugasan, tanya jawab, inkuiri, problem based learning, permainan atau game, kuis, outdoor study, dan pembelajaran berbasis proyek), variasi media pembelajaran (media gambar, lidi, makanan yang memiliki bentuk geometri, kertas karton, internet, dan lingkungan sekitar siswa), variasi teknik dan taktik pembelajaran (memerintahkan siswa yang mengantuk untuk mengambil wudhu, menunjukkan gestur apresiasi, variasi intonasi suara dan berkeliling kelas saat pembelajaran).

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“…After understanding students' misconceptions when learning mathematics about decimal numbers and providing routine practice questions, of course this article was prepared based on relevant research, there are 6 types of misconceptions that occur among students when studying decimal numbers, including: 1) Correlational misconceptions, meaning students do not understand the relationship between other concepts and the operational concept of calculating decimal numbers, 2) Theoretical misconceptions, meaning that students do not understand the basic concept of decimal number fractions, 3) Systematic misconceptions, students do not really understand the steps involved, 4) Basic misconceptions, students do not solving questions according to predetermined procedures, 5) Misconceptions in calculations, students are wrong in determining the results of their answers and 6) Misconceptions in interpreting language, meaning students do not understand the questions given (Aini, 2020). Then the way to eliminate misconceptions about teaching mathematics in elementary schools is to apply or apply mathematical material in everyday life, especially in the use of reason and thought to solve a problem (Arifiati et al, 2023), then one of the causes of misconceptions in number material Decimals are an example of questions given by educators that are less varied so that the generalizations made by students are wrong and the time given to use teaching aids is relatively short, so students tend to work using sequential additions such as adding whole numbers (Johar et al, 2016). Based on the presentation and previous research problems that researchers found, further action is needed regarding the misconceptions that occur in students when studying decimal number material.…”

Section: Introductionmentioning

confidence: 99%

Sixth Grade Students' Misconceptions on Decimal Numbers Through Routine Exercise Questions

Abdurahman,

Herman

2024

jcp

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Mathematics is an important subject in elementary school because it is the basis for understanding more complex mathematical concepts in the future. One of them is that students need to study number material in basic mathematical concepts because it is very important to master and understand, for example it can be used in commerce, measurement and technology. However, in the field, elementary school students are still found to have misconceptions about understanding the concept of comparing, ordering or calculating decimal numbers. This research uses a qualitative approach with a case study method. The subjects of this research were 4 class VI students at an elementary school in Banyuresmi sub-district, Garut. Data was collected through observation, interviews, and providing routine practice question sheets. The findings in this research are, 1) Some students have difficulty understanding decimal numbers and ordering them as well as performing addition calculation operations, 2) Some students consider decimal numbers with more digits after the comma as larger numbers, 3) There are also students who make mistakes. Storing numbers after commas can cause errors in calculations. So the alternative solution that can be given is that teachers can identify the source of student misconceptions by providing diagnostic tests, using more interactive learning methods, providing case examples from everyday life, providing more and varied exercises, providing continuous feedback. and be constructive towards student answers, and facilitate discussions that focus on problem solving. This will help students understand the concept of decimal numbers more effectively and efficiently.

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Kesulitan Guru Pada Pembelajaran Matematika Di Sekolah Dasar

Cited by 18 publications

References 0 publications

Analisis Kebutuhan Bahan Ajar Matematika Materi Bangun Datar Kelas III Sekolah Dasar

Analisis Kebutuhan Bahan Ajar Matematika Materi Bangun Datar Kelas III Sekolah Dasar

Variasi Mengajar Guru dalam Pembelajaran Matematika Di Sekolah Dasar

Sixth Grade Students' Misconceptions on Decimal Numbers Through Routine Exercise Questions

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