LEARNING OBSTACLES ANALYSIS ON MULTIPLICATION OF NATURAL NUMBERS IN ELEMENTARY SCHOOL
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Abstract
This research aims to find learning obstacles students experienced during natural number multiplication lessons in third-grade elementary school. Learning obstacles were obtained from the Respondent Ability Test (RAT) analysis on students who had studied the lessons on multiplication of natural numbers. The method used in this research is a qualitative descriptive method. The subjects were respondents who participated in RAT, namely 22 third-grade elementary school students in Bandung, Indonesia. Data collection techniques use tests, interviews, and documentation. Data analysis techniques include data collection, reduction, display, and conclusion. Learning obstacles found in natural number multiplication lessons are categorized into three types, namely ontogenic, epistemological, and didactical obstacles. Ontogenic obstacles occur when there is a gap in the students' thinking when analyzing concrete to abstract concepts. Epistemological obstacles may occur if students need help to apply the concepts they have learned in the context of story problems. Didactical obstacles happen when the learning carried out by teachers is only procedural, so students only memorize each multiplication result. Therefore, it is essential to analyze these learning obstacles and find the causes as a reference in finding solutions to design future learning tools that prevent these learning obstacles from happening.
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Rohimah, S. M., Anaya, S. N., Putri, S. A., & Nurdiansah, Y. (2024). LEARNING OBSTACLES ANALYSIS ON MULTIPLICATION OF NATURAL NUMBERS IN ELEMENTARY SCHOOL. Kalamatika: Jurnal Pendidikan Matematika, 9(2), 213-224. https://doi.org/10.22236/KALAMATIKA.vol9no2.2024pp213-224
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Anggraeni R, Darta, Rohimah S M. (2022). Analisis Learning Obstacles pada Materi Pecahan Siswa Kelas IV Sekolah Dasar. Pasundan Journal of Research in Mathematics and Education, 7(2), 171-180.
Brousseau G. (2002). Theory of Didactical Situations in Mathematics. USA: Kluwer Academic Publisher.
Clements D, Sarama J. (2004). Trajectories in Mathematics Education. Mathematical Thinking and Learning, 6(2), 81-89.
Dwiyono Y, Tasik H K. (2021). Analisis Kesulitan Belajar Operasi Hitung Perkalian Matematika Siswa Kelas IV SD Negeri 019 Samarinda Ulu. Jurnal Ilmu Pendidikan LPMP Kalimantan Timur, 1(48), 175-190.
Flores, M. M., Hinton, V., & Strozier, S. D. (2014). Using the concrete‐representational‐abstract sequence and strategic instruction model, teaching subtraction and multiplication with regrouping. Learning Disabilities Research & Practice, 29(2), 75–88.
Fuadiah, N. F., & Suryadi, D., & Turmudi. (2017). Some Difficulties in Understanding Negative Numbers Faced by Students: A Qualitative Study Applied at Secondary Schools in Indonesia. International Education Studies, 10(1), 24-38.
Job, P., & Schneider, M. (2014). Empirical positivism, an epistemological obstacle in the learning of calculus. ZDM, 46(4), 635–646.
Kenedi A R, Helsa Y, Ariani Y, Zainil M, Hendri S. (2019). Mathematical Connection of Elementary School Students to Solve Mathematical Problems. Journal on Mathematics Education, 10(1), 69-80.
Kusumasari D A, Kiswoyo, Sary R M. (2021). Analisis Kesulitan Belajar Matematika Materi Perkalian Pada Siswa Kelas III Sekolah Dasar. Jurnal Gentala Pendidikan Dasar, 6(1), 104-117.
Mahmud M R, et. al. (2023). Learning obstacles analysis of elementary school's lowest common multiple and most significant common factor. Jurnal Elemen, 9(2): 440-449.
Maryono. (2017). Atmosfer Sekolah Dasar dan Implikasinya Bagi Pendidikan Guru Sekolah Dasar. Jurnal Ilmiah, 17 (1), 103-113.
Rizqi A F, et. al. (2023). Analisis Kesulitan Belajar Matematika Pada Siswa Sekolah Dasar dan Alternatif Pemecahannya. Jurnal Pendidikan Dasar Flobamorata, 4(1), 481-488.
Rohimah, S. M. (2017). Analisis learning obstacles pada materi persamaan dan pertidaksamaan linear satu variabel. JPPM (Jurnal Penelitian dan Pembelajaran Matematika), 10(1).
Sbaragli, S., et. al. (2011). Epistemological and Didactic Obstacles: the influence of teachers' beliefs on the conceptual education of students. Mediterranean journal for research in mathematics education, 10, 61-102.
Sztajn P, et. al. (2012). Learning Trajectory Based Instruction: Toward a Theory of Teaching. Educational Researcher, 41(5), 147–156.
Wilson HP, dkk. (2014). Teachers' use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17(2), 149–175.
Yuliyanto, A., Turmudi, T., Syaodih, E., Saputra, D. R., Dharmawan, A., & Pertiwi, C. K. (2021). The Validity and Reliability of Instruments for Measuring Elementary School Students Mathematical Ability. Kalamatika: Jurnal Pendidikan Matematika, 6(2), 127-142.