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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Syntax Idea
Fuad Nasir
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Other

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Desain bahan ajar berbasis kemampuan pemecahan masalah matematis pada materi turunan fungsi Lifia Ardhya Putri; Fuad Nasir; Jajo Firman Raharjo
Syntax Idea Vol 4 No 3 (2022): Syntax Idea
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/syntax-idea.v4i3.1820

Abstract

Tujuan Penelitian ini adalah untuk mengetahui desain bahan ajar berbasis kemampuan pemecahan masalah matematis pada materi turunan fungsi itu valid. Metode penelitian yang digunakan adalah R&D (Research and Development) dan menggunakan model ADDIE dengan memfokuskan sampai pada tahap ADD. Penelitian ini dilaksanakan di salah satu SMA Negeri di Kabupaten Cirebon, dengan mengambil partisipan sebanyak 9 siswa kelas 11. Hasil dari uji kevalidan bahan ajar dan angket praktikalitas, bahwa modul berbasis kemampuan pemecahan masalah dinyatakan cukup valid dengan perolehan 79.68% rata-rata secara keseluruhan.
Students' mathematical representation ability in Learning fractions through a concrete-representational-abstract approach with a joyful learning nuance Fuad Nasir; Gunawan; Shanti Nurhidayah; Salsabila Anindiyah; Yudistira Indra Prahasta Putra Elwanda; Setiyani; Rahmad Khodari; Mohammad Dadan Sundawan; Laelasari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p643-658

Abstract

Mathematical representation ability is crucial in understanding fraction concepts, especially for elementary school students still in the concrete cognitive development stage. This study aims to describe the mathematical representation abilities of fourth-grade students in learning fractions through the Concrete-Representational-Abstract (CRA) approach with a joyful learning atmosphere. This approach was implemented through educational games such as Run Speech Fraction, Jump and Draw Fraction, and Walk Fast Fraction. The study employed a descriptive qualitative method, involving three fourth-grade students from an elementary school in Cirebon, each representing a high, medium, and low ability level. Data were collected through written tests and in-depth interviews, and analysed using the Miles and Huberman model. The results indicate that when delivered in an engaging and enjoyable atmosphere, the CRA approach effectively supports the gradual development of verbal, visual, and symbolic representations. High-ability students demonstrated consistency across all three forms of representation; medium-ability students showed basic understanding but still required guidance; low-ability students faced difficulties yet remained enthusiastic throughout the learning process. This study contributes to developing instructional strategies that promote gradual conceptual understanding, foster enjoyable learning experiences, and encourage active student engagement in mathematics.
Co-Authors Gunawan Jajo Firman Raharjo Laelasari Lifia Ardhya Putri Mohammad Dadan Sundawan Rahmad Khodari Salsabila Anindiyah Setiyani Shanti Nurhidayah Yudistira Indra Prahasta Putra Elwanda