Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal ISTORIA Al Ishlah Jurnal Pendidikan
Puji Lestari
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
MASYARAKAT SAMIN DITINJAU DARI SEJARAH DAN NILAI-NILAI PENDIDIKAN KARAKTER V. Indah Sri Pinasti; Puji Lestari
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 13, No 2 (2017): ISTORIA Edisi September 2017, Vol. 13, No.2
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.505 KB) | DOI: 10.21831/istoria.v13i2.17737

Abstract

ABSTRACTThis study aims to (1) to know factors are causing Samin communities remain at the values and traditions, (2) to determine the values and traditions of what is local wisdom Tribe Samin, and (3) to know the values and traditions Samin communities in terms of character education. In this research, the research team used ethnographic research methods. The ethnographic method is a method used to describe things that are associated with Samin community in more depth. The results showed that the teachings of Samin Samin triggered by Surosentiko in 1890 and readily accepted by society Blora. This is because the state of Blora society in the 19th century is very alarming. Besides the natural conditions that are less potentially, also pressure from the colonial government that is characterized by the influx of money economic system, as well as the demands of high taxes. Expropriation of land owned by the people who made teak forests belonging to the state and the influx of Western culture makes Samin communities chose to alienate her from the pressures of life are different from them. Keywords: Historicity, normativity, Samin community, Character Education
Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions Puji Lestari; Unik Ambarwati; Yoppy Wahyu Purnomo; Kinanti Pangestu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6907

Abstract

Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.
Co-Authors Kinanti Pangestu Unik Ambarwati V. Indah Sri Pinasti Yoppy Wahyu Purnomo