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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Tiara Syahvira
Universitas Muslim Nusantara Al Washliyah
Education Social Sciences

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Uncovering Learning Obstacles in Elementary Students Fraction Understanding: A Multi-Dimensional Analysis for Didactical Design Tiara Syahvira; Abdul Mujib; Jamiu Temitope Sulaimon
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

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Abstract

Learning fractions in elementary school remains difficult for students because the concept is abstract and requires strong conceptual understanding. Although prior studies have examined epistemological, didactical, or ontogenic learning obstacles separately, few have triangulated multiple data sources to capture how these three dimensions interact, particularly within a Didactical Design Research (DDR) framework at the lower-grade elementary level, this gap in integrated, multi-source analysis is what the present study addresses. This study identifies and analyzes the three types of learning obstacle experienced by third-grade students in learning fractions at UPT SDN 060817 Medan and examines how these obstacles interact as a basis for designing DDR-based instruction. A qualitative descriptive approach was used with 15 third-grade students and one classroom teacher as subjects. Data was collected through a mathematical concept-understanding test, classroom observation, semi-structured interviews, and instructional-artifact analysis, then triangulated. Results show that only 33.33% of students reached mastery, with a class average of 53.2. Fifteen learning obstacles were identified: five epistemological, five didactical, and five ontogenic, and these interact with one another rather than occurring independently. Identifying these three obstacle categories carries direct practical significance for guiding teachers in designing more contextual, concrete-media- and technology-supported fraction instruction. The findings provide an empirical foundation for a Hypothetical Learning Trajectory (HLT) integrating concrete media, PhET Simulation, Problem-Based Learning, and local Medan contextualization.
ANALISIS PEMBELAJARAN DAN PERKEMBANGAN ANAK TUNAWICARA: STUDI KASUS DI UPT SDN 060817 MEDAN Tiara Syahvira; Marcella Andhyama; Atikah Hazmi; Chika Meilia br Hutapea; Ramadhani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13349

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran, perkembangan akademik dan socialemosional, serta dukungan keluarga bagi anak tunawicara bernama W yang bersekolah di kelas II UPT SDN 060817 Medan. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara mendalam terhadap wali kelas dan wali murid. Hasil penelitian menunjukkan bahwa W memiliki keterbatasan pada aspek kognitif, khususnya dalam pengucapan fonem tertentu (huruf L, R, dan S), namun menunjukkan perkembangan yang sangat positif pada aspek afektif dan psikomotorik. Guru menerapkan pendekatan diferensiasi penilaian dengan menekankan afektif dan psikomotorik, menggunakan sistem kelompok dengan ketua sebagai motivator, serta membangun lingkungan kelas inklusiyang inklusif dan anti perundungan. Dukungan keluarga berupa penerimaan, komunikasi aktif, dan kegiatan belajar di rumah turut berkontribusi pada perkembangan W. Penelitian ini merekomendasikan penguatan literasi fonetik dan kolaborasi guru orang tua dalam mendampingi anak berkebutuhan khusus di sekolah reguler. Kata Kunci: tunawicara, pendidikan inklusi, strategi pembelajaran, perkembangan anak, studi kasus
Co-Authors Abdul Mujib Atikah Hazmi Chika Meilia br Hutapea Jamiu Temitope Sulaimon Marcella Andhyama Ramadhani