Learning obstacles analysis of lowest common multiple and greatest common factor in primary school

Abstract

This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.

Learning obstacles in solving story problems on probability for vocational high school students

“…So that students experience limited mindsets in the concept of science (Izazah, 2019). According to Suryadi (2019), the limited context that students learn is because they only receive an understanding of the concept, not as a whole, so when faced with a different context, they need help using it (Mahmud et al, 2023). It is in line with the opinion (Cesaria & Herman, 2019) that epistemological barriers are an obstacle for someone to understand material due to knowledge that is limited to certain contexts and, in other contexts, cannot use the knowledge they have (Maarif et al, 2020).…”

Didactical design to overcome learning obstacles in cuboid volume

“…The study of learning obstacles is one of the research topics that is often carried out by several researchers, such as Sari et al (2019) in their research conducting learning obstacle analysis on triangle material, Andani et al (2021) in their research regarding learning obstacle analysis on the concept of geometric series, as well as other researchers like Purnama (2023), and Mahmud et al (2023). Analysis of learning obstacles for 9 th -grade students in cuboid volume material has also been carried out by Priskila et al (2023) in their preliminary study.…”