ANALYSING INTEGER DIVISION KNOWLEDGE AND SKILLS IN PROSPECTIVE PRIMARY TEACHERS
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Abstract
This study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers.
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Fu’adiah, D., Nurhayati, P., & Emilzoli, M. (2024). ANALYSING INTEGER DIVISION KNOWLEDGE AND SKILLS IN PROSPECTIVE PRIMARY TEACHERS . Kalamatika: Jurnal Pendidikan Matematika, 9(2), 177-191. https://doi.org/10.22236/KALAMATIKA.vol9no2.2024pp177-191
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References
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Sundari, F. (2017). Peran Guru sebagai Pembelajaran dalam Memotivasi Peserta Didik Usia SD. In Prosiding Diskusi Panel Pendidikan “Menjadi Guru Pembelajar,” 60–76.
Tirosh, D., & Graeber, A. O. (1989). Preservice elementary teachers’ explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20(1), 79–96. https://doi.org/10.1007/BF00356042
Unaenah, E., Sartika, D., Syurgaini, J., & Ramadanti, S. (2022). Analisis Pemahaman Konsep Siswa pada Operasi Hitung Pembagian dan Perkalian pada Bilangan Bulat. Arzusin, 2(4), 294–310. https://doi.org/10.58578/arzusin.v2i4.450
Yulianty, N. (2019). Kemampuan Pemahaman Konsep Matematika Siswa Dengan Pendekatan Pembelajaran Matematika Realistik. Jurnal Pendidikan Matematika Raflesia, 4(1), 60–65. https://doi.org/10.33449/jpmr.v4i1.7530
Ball, D. L. (1990). Prospective Elementary and Secondary Teachers’ Understanding of Division. Journal for Research in Mathematics Education, 21(2), 132–144. https://doi.org/10.5951/jresematheduc.21.2.0132
Bofferding, L., & Wessman-Enzinger, N. M. (2018). Nuances of Prospective Teachers’ Interpretations of Integer Word Problems (pp. 191–212). https://doi.org/10.1007/978-3-319-90692-8_8
Ertmer, P. A., & Simons, K. D. (2005). Scaffolding Teachers’ Efforts to Implement Problem-Based Learning. International Journal of Learning.
Fitrianti, Y., Suryadi, D., & Kusnandi. (2020). Analysis of difficulties for pre-service mathematics teacher in problem solving of division and divisibility based on theory of action, process, object, and schemes. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032007
Indah, P. J., Saputro, B. A., & Sundari, R. S. (2020). Analisis Kesulitan Belajar Operasi Hitung Perkalian dan Pembagian Pada Masa Pandemi (Covid-19) di Sekolah Dasar. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 3(2), 129–138. https://doi.org/10.21831/didaktika.v3i2.35479
Khalid, M., & Embong, Z. (2019). Sources and Possible Causes of Errors and Misconceptions in Operations of Integers. International Electronic Journal of Mathematics Education, 15(2). https://doi.org/10.29333/iejme/6265
Kusumadewi, R. F., Kusmaryono, I., Lail, I. J., & Saputro, B. A. (2019). Analisis Struktur Kognitif Siswa Kelas IV Sekolah Dasar dalam Menyelesaikan Masalah Pembagian Bilangan Bulat. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 3(2), 251. https://doi.org/10.31331/medivesveteran.v3i2.875
Makaraka, A., Ilyas, M., & Cokroaminoto Palopo, U. (2021). Jurnal Penelitian Matematika dan Pendidikan Matematika ISSN 26158132 (cetak) ISSN (Vol. 4, Issue 2).
Ma’rufi, & Ilyas, M. (2017). Mentoring Guru dalam Pembelajaran Matematika Berbasis Pedagogical Content Knowledge. Prosiding Seminar Nasional, 3(1), 1–10.
Miles, M. B., & Huberman, A. M. (1992). Qualitative Data Analysis: A Sourcebook of New Method. Penerbit Universitas Indonesia (UI-PRESS).
Moleong, L. J. (2018). Metodologi Penelitian Kualitatif (38th ed.). PT. Remaja Rosdakarya.
NCTM. (2000). Principles anda Standards for Scholl Mathematics. NCTM.
Nurlita, Zubainur, C. M., & Ahmad, A. (2016). Miskonsepsi Konsep Prasyarat Aljabar Mahasiswa Pedidikan Guru Madrasah Ibtidaiyah. Jurnal Didaktik Matematika, 3(2), 85–95.
Prasetyo, C. H. (2022). Meningkatkan Hasil Belajar Matematika tentang Perkalian dan Pembagian Bilangan Bulat melalui Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) di Kelas V SDN 1 Stagen Kabupaten Kotabaru. Cendekia: Jurnal Ilmiah Pendidikan, 10(1), 11–19. https://doi.org/10.33659/cip.v10i1.214
Purwandari, A., & Wahyuningtyas, D. T. (2017). Eksperimen Model Pembelajaran Teams Games Tournament (Tgt) Berbantuan Media Keranjang Biji-Bijian Terhadap Hasil Belajar Materi Perkalian Dan Pembagian Siswa Kelas II SDN Saptorenggo 02. Jurnal Ilmiah Sekolah Dasar, 1(3), 163. https://doi.org/10.23887/jisd.v1i3.11717
Rohmah, L. N. (2015). Pengaruh Pendekatan Quantum Learning terhadap Kemampuan Pemecahan Masalah Siswa dalam Materi Operasi Hitung Pembagian Bilangan Bulat di Sekolah Dasar: Penelitian Eksperimen di Kelas III SD Negeri Cigabus Kecamatan Taktakan. Universitas Pendidikan Indonesia.
Sihombing, J. M., Syahrial, S., & Manurung, U. S. (2023). Kesulitan Peserta Didik dalam Pembelajaran Matematika Materi Perkalian dan Pembagian di Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 7(3), 1003–1016. https://doi.org/10.26811/didaktika.v7i3.1177
Soemoenar, S., & Noornia, A. (2014). Objek Pembelajaran Matematika Sekolah. Modul Penerapan Matematika Sekolah, Universitas Terbuka.
Sukenti, M. (2014). Pengembangan Media Kalkulator Ajaib Materi Perkaian Pada Siswa III MI Al-Azhar Bandung Tulungagung. Universitas Islam Negeri Maulana Malik Ibrahim.
Sundari, F. (2017). Peran Guru sebagai Pembelajaran dalam Memotivasi Peserta Didik Usia SD. In Prosiding Diskusi Panel Pendidikan “Menjadi Guru Pembelajar,” 60–76.
Tirosh, D., & Graeber, A. O. (1989). Preservice elementary teachers’ explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20(1), 79–96. https://doi.org/10.1007/BF00356042
Unaenah, E., Sartika, D., Syurgaini, J., & Ramadanti, S. (2022). Analisis Pemahaman Konsep Siswa pada Operasi Hitung Pembagian dan Perkalian pada Bilangan Bulat. Arzusin, 2(4), 294–310. https://doi.org/10.58578/arzusin.v2i4.450
Yulianty, N. (2019). Kemampuan Pemahaman Konsep Matematika Siswa Dengan Pendekatan Pembelajaran Matematika Realistik. Jurnal Pendidikan Matematika Raflesia, 4(1), 60–65. https://doi.org/10.33449/jpmr.v4i1.7530