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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal IKA SAINSMAT Jurnal Konseling dan Pendidikan Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif International Journal of Education Journal on Mathematics Education (JME) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Online Pendidikan Matematika Kontemporer Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Islam Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Dinamika Jurnal Pendidikan Dasar Jurnal Elemen PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Edumatsains MUDARRISA Indonesian Journal of Islamic Education Studies JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis Al Ishlah Jurnal Pendidikan International Journal of Artificial Intelligence Research Union: Jurnal Ilmiah Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran EDUHUMANIORA: Jurnal Pendidikan Dasar Satya Widya Jurnal Analisa PRISMA AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Indonesian Journal of Science and Mathematics Education Juring (Journal for Research in Mathematics Learning) Adi Widya : Jurnal Pengabdian Masyarakat Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Triadik JTAM (Jurnal Teori dan Aplikasi Matematika) JOURNAL SPORT AREA MATEMATIKA DAN PEMBELAJARAN Beta: Jurnal Tadris Matematika Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Inventa AXIOM : Jurnal Pendidikan dan Matematika Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika AT-TA`DIB JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Performa Olahraga Jurnal Kridatama Sains dan Teknologi JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING PHI: Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Attadib: Journal of Elementary Education Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS MATHEMA: JURNAL PENDIDIKAN MATEMATIKA jurnal ilmu keolahragaan International Journal of Asian Education Range : Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Journal of Didactic Mathematics Jambura Journal of Mathematics Education Jurnal Ilmu Manajemen Terapan (JIMT) Edu Sportivo: Indonesian Journal of Physical Education Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Agrimansion: Agribusiness Management & Extension Plusminus: Jurnal Pendidikan Matematika Jurnal ABDI PAUD International Journal of STEM Education for Sustainability Indonesian Journal of Physical Education and Sport Science (IJPESS) DINAMIKA ILMU: Jurnal Pendidikan ASWAJA: Jurnal Pendidikan dan Keislaman Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edumatica: Jurnal Pendidikan Matematika Jurnal Ilmiah Ilmu Terapan Universitas Jambi Realible Accounting Journal JNPM (Jurnal Nasional Pendidikan Matematika) Tanjungpura Journal of Coaching Research IndoMath: Indonesia Mathematics Education SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Riemann : Research of Mathematics and Mathematics Education Kreano, Jurnal Matematika Kreatif Inovatif JURNAL PENA PAUD Journal Of Community Sustainability EduBase: Journal of Basic Education Jurnal Infinity Journal of Entrepreneurial Economics Proceeding International Conference on Mathematics and Learning Research Journal on Mathematics Education Research Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education Jurnal Pedagogi dan Inovasi Pendidikan Al Fitrah: Journal Of Early Childhood Islamic Education Journal of Applied Movement and Sport Science (JAMSS) Mathema: Jurnal Pendidikan Matematika Jurnal Didaktik Matematika Al Ibtida: Jurnal Pendidikan Guru MI Prismatika: Jurnal Pendidikan dan Riset Matematika Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Didi Suryadi
Universitas Pendidikan Indoneisa
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Professional Competence of Madrasah Ibtidaiyah Teachers: A Didactical Design Research Study Dwi Warli; Didi Suryadi; Siti Fatimah; Suhendra Suhendra
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The professional competence of Madrasah Ibtidaiyah (MI) teachers in teaching ratio material is a vital factor in improving students’ understanding of mathematics, making it important to examine MI teachers’ knowledge of mathematics content. This study aims to analyze teachers’ professional skills, including their understanding of the concept of ratios, their attitudes toward preparing the learning process, such as creating teaching materials aligned with the curriculum, and their understanding of students’ characteristics and how they design learning. The results of this study provide an initial foundation for further research, which can help teachers develop learning methods through didactic studies. The subjects of this research are MI grade VI teachers in Bandung Regency, from six schools. The method used is a descriptive approach with a prospective analysis stage based on Didactical Design Research (DDR). Data collection involved teacher reflection sheets, exploratory interviews, observations, and document reviews. The findings indicate that teachers’ professional competence in knowledge of learning content and teaching methods remains at level 2, while their understanding of students’ characteristics and learning styles is at level 3. Reflection sheets and interviews reveal that teachers face difficulties beginning with defining ratios, particularly in understanding that the ratio of a to b differs from the ratio of b to a, and in solving problems involving equal proportions. Often, teachers plan their lessons with a simple sequence of materials in a journal, without considering the epistemic and systemic aspects of the content or validating their presentation and practice questions found in textbooks. MI teachers also find it challenging to select concrete teaching methods for ratios before moving to an abstract understanding, especially given the limited time. Based on these findings, there is a clear need for programs to improve teachers’ competence through didactic studies, equipping them to anticipate and address potential obstacles and enabling them to design compelling learning experiences. Since teachers’ professional competence in teaching ratios directly impacts students’ understanding of math, exploring their content knowledge is essential. This study contributes to empowering teachers through didactic design research, a necessary approach to enhancing teacher competence.
The Analysis of Students’ Learning Obstacles on the Fraction Addition Material for Five Graders of Elementary Schools Irfan Fauzi; Didi Suryadi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 7 No. 1 (2020): June 2020
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v7i1.6020

Abstract

AbstractVarious researchs have explained the students' difficulties in understanding fractions, so the researcher will analyze the student obstacle learning on fraction addition material. The approach used in this research is qualitative with the case study method. The subjects in this study were 5th grade students of Geger Kalong Girang 1-2 elementary school, Bandung City with a total of 29 students. Collecting data in this study using tests, interviews, and documentation. Data analysis uses data reduction, data display, and conclusion drawing/verification. The results of this study found that students experience 1) ontogenic obstacle caused by the students inablity to understand the picture presented so that they are not able to determine the amount of fractions; 2) epistemological obstacle caused by the inability of students to understand fractions as part of the whole and apply the wrong concept in operating fractions; and 3) didactical obstacle caused by informal teaching methods and presentation of teaching materials that did not pay attention to student involvement. This research can facilitates students in understanding fraction addition material and provides an overview to the teacher in making teaching materials and learning design about fraction addition based on learning obstacle.Keywords: learning obstacles, fraction addition, elementary school. AbstrakBerbagai penelitian telah menjelaskan terkait dengan kesulitan siswa dalam memahami pecahan, sehingga peneliti akan menganalisis learning obstacle siswa pada materi penjumlahan pecahan. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan metode studi kasus. Subjek dalam penelitian ini adalah siswa kelas 5 SD Geger Kalong Girang 1-2 Kota Bandung dengan total 29 siswa. Pengumpulan data dilakukan dengan menggunakan tes, wawancara, dan dokumentasi. Adapun analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa siswa mengalami 1) ontogenic obstacle disebabkan karena ketidakmampuan siswa dalam memahami gambar yang disajikan, sehingga tidak mampu menentukan besaran pecahan pada gambar; 2) epistemological obstacle disebabkan karena ketidakmampuan siswa dalam memahami pecahan sebagai bagian dari keseluruhan dan menerapkan konsep yang salah dalam mengoperasikan pecahan; dan 3) didactical obstacle disebabkan karena cara mengajar guru yang bersifat informal dan penyajian bahan ajar yang kurang memperhatikan keterlibatan siswa. Penelitian ini dapat memfasilitasi siswa dalam memahami materi penjumlahan pecahan dan memberikan gambaran kepada guru dalam membuat bahan ajar dan desain pembelajaran penjumlahan pecahan berdasarkan learning obstacle.Kata kunci: learning obstacle, penjumlahan pecahan, sekolah dasar. 
Analysis of the Elementary School Students' Learning Obstacles: A Case Study on the Concept of Fractions Komang Sujendra Diputra; Didi Suryadi; Tatang Herman; Al Jupri
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 1 (2023): June 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i1.13078

Abstract

AbstractThe research aimed to conduct an in-depth investigation of the learning obstacles faced by elementary students in the concept of fractions. Employing a qualitative method, this study involved the fourth and fifth graders of elementary schools as the participants. The data were collected both quantitatively and qualitatively. The quantitative data were collected through a test on the concept of fractions developed by the research team. Meanwhile, the qualitative data were collected via interviews. The data were then analyzed using quantitative and qualitative methods. The results of the quantitative data analysis indicated that the average number of students who answered the overall test questions correctly was 13.33%. Through qualitative analysis, it was found that the students experienced three types of learning obstacles including epistemological, didactical, and ontogenical obstacles. Epistemological obstacles were faced by the students in the construction of fractions as parts of a whole in the visualization of the model area. Didactical obstacles occurred in the construction of fractions as parts of a whole in the visualization of discrete models and improper fractions. Ontogenical obstacles occurred in the construct of fractions as measures, especially placing fractions on the number line. The findings of this study can be used as a basis for educators to develop learning designs on the concept of fractions in elementary schools.Keywords: concept of fractions, learning obstacles, elementary school students. AbstrakPenelitian ini bertujuan untuk melakukan investigasi mendalam tentang hambatan belajar yang dialami siswa sekolah dasar pada konsep pecahan. Dengan menggunakan metode kualitatif, penelitian ini melibatkan siswa kelas IV dan V sekolah dasar sebagai partisipan penelitian. Data dikumpulkan secara kuantitatif maupun kualitatif. Data kuantitatif dikumpulkan melalui tes konsep pecahan yang disusun dan dikembangkan tim peneliti. Sementara itu, data kualitatif diperoleh melalui wawancara. Data yang telah diperoleh kemudian dianalisis menggunakan metode kuantitatif dan kualitatif. Hasil analisis data kuantitatif menunjukkan bahwa banyaknya siswa yang berhasil menjawab keseluruhan pertanyaan tes dengan benar adalah 13.33%. Melalui analisis kualitatif, ditemukan bahwa siswa mengalami tiga jenis hambatan belajar yaitu hambatan epistimologis, didaktis, dan ontogenis. Hambatan epistimologis dialami siswa pada konstruk pecahan sebagai bagian dari keseluruhan dalam visualisai model area. Hambatan didaktis terjadi pada konstruk pecahan sebagai bagian dari keseluruhan dalam visualisasi model diskrit serta pecahan campuran. Hambatan ontogenis terjadi pada konstruk pecahan sebagai ukuran khususnya menempatkan pecahan pada garis bilangan. Temuan pada penelitian dapat digunakan sebagai dasar bagi pendidik dalam mengembangkan desain pembelajaran pada konsep pecahan di sekolah dasar.Kata kunci: konsep pecahan, hambatan belajar, siswa sekolah dasar.
Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Didi Suryadi; Siti Fatimah; Nanang Priatna; Jihe Chen; Agung Wicaksono
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.205

Abstract

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.
Somatotype of the Tarung Derajat martial arts athletes in the fighter category Samodra, Y. Touvan Juni; Gustian, Uray; Seli, Sesilia; Riyanti , Dwi; Suryadi, Didi; Fauziah, Ella; Mashud
Journal Sport Area Vol 8 No 1 (2023): April
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/sportarea.2023.vol8(1).11015

Abstract

Somatotype is a parameter used to determine criteria based on body type. However, not many have taken somatotype measurements when selecting prospective athletes. The purpose of this study is to examine the somatotype of fighters in Tarung Derajat Martial Arts. In this study, tests and measurements of somatotype were carried out using manual anthropometric measurements, including height, weight, skinfold measurements at five points (biceps, triceps, suprailliaca, subscapula, and calf), arm circumference, calf circumference, and measurement of the width of the humerus bone and femur. The purposive sampling technique is used in determining the sample. In this study, 15 Tarung Derajat martial arts athletes, consisting of seven men and eight women, were sampled. The results of this study showed that 7 athletes had a mesomorph endomorph somatotype with a percentage of 46%, 1 athlete had an endomorph somatotype with a 7% percentage, 6 central athletes had a percentage of 40%, and 1 athlete had an ectomorph endomorph somatotype with a percentage of 7%. Finally, the dominant body type in Tarung Derajat Fighter athletes is mesomorph endomorph (46%), followed by central (40%). This study's data provide physical characteristics of degree fighters, which can be used to establish a reference for systematic sports medicine research.
Yo-Yo Intermitten Recovery Test: A study of football players’ VO2max physical condition Suryadi, Didi; Yanti, Novi; Tjahyanto, Teddy; Ramli; Rianto, Louis
Journal Sport Area Vol 8 No 2 (2023): August
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/sportarea.2023.vol8(2).12392

Abstract

The Yo-Yo Intermittent Recovery Test is frequently used to evaluate VO2max and is crucial for determining an athlete's physical condition. However, its effectiveness in accurately assessing the physical condition of football players remains limited. This study aims to analyze the level of the physical condition of football players' VO2max which will be used as evaluation material for designing training programs so that the pattern of coaching becomes focused and produces achievements. This research used a quantitative approach to the survey method. The subjects of this study were Pusaka FC football club athletes, the sampling technique used total sampling so that all athletes were a sample of 23 players. The test instrument used the Yo-Yo Intermitten Recovery Test level 2. Data analysis used descriptive percentages, with the assistanceof the Microsoft Excel 2019 software application. The results of the study show that the VO2max level value in soccer athletes is 13.04% of athletes in the poor category and 34.78% in the good category. Below average, 47.82% shows the average category, and there is only 4.35%, which shows the value of the good category. Based on the results of the VO2max ability test, the average classification of Club Pusaka FC players is still relatively low. However, it is necessary to know that the limitations of this study lie in the condition of the players' nutritional intake which has not been controlled and their age which must also be taken into consideration by researchers. Furthermore, it can find information on the effect of athlete nutrition on endurance ability.
ANALISIS RETROSPEKTIF INTEGRASI TEKNOLOGI DALAM DESAIN DIDAKTIS MATERI BANGUN RUANG SISI LENGKUNG UNTUK SISWA SEKOLAH MENENGAH PERTAMA Tri Nova Hasti Yunianta; Didi Suryadi; Rizky Rosjanuardi; Suhendra
Satya Widya Vol. 42 No. 1 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.sw.2026.v42.i1.p67-83

Abstract

The aim of this study is to examine the impact and potential of innovation and quality improvement in teaching curved-surface solid geometry for junior secondary school students. This study employs a qualitative approach using Didactical Design Research (DDR) to capture classroom realities, with retrospective analysis guiding the interpretation of findings. Data were collected through questionnaires, tests, documentation, in-depth interviews, and focus group discussions. The results show that students’ knowledge acquisition is supported by three key aspects: independent exploration, the use of technology, and a coherent learning trajectory. The implemented didactical design demonstrates several strengths but also areas for improvement. Technology effectively enhances concept visualization, student participation, and understanding. However, limitations remain in the clarity of task instructions, the precision of anticipating students’ learning obstacles, and the alignment of technology use with learning objectives. Reflection and evaluation of the implementation inform revisions to the didactical design, leading to a more effective, structured, and student-centered learning approach that better meets classroom needs.
STATISTICAL LITERACY KNOWLEDGE DIFFUSION: DIDACTICAL TRANSPOSITION FROM SCHOLARLY KNOWLEDGE TO KNOWLEDGE TO BE TAUGHT ON LINEAR REGRESSION Palupi Sri Wijayanti; Didi Suryadi; Dadan Dasari; Al Jupri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13792

Abstract

This study examines the process of external didactic transposition in linear regression material, namely the transformation of scholarly knowledge into knowledge to be taught. This transposition is important to ensure that knowledge that is complex and tends to be abstract for students can be accessed and easily understood, especially in the context of linear regression so that it can develop students' statistical literacy. The research method was conducted with a document study by analysing primary books on statistics, reference guidelines for the preparation of mathematics textbooks, and educational curriculum documents in Indonesia. The results of the study showed that the knowledge adaptations that have been identified are the meaning of dependent and independent variables, the concept of linear regression, the concept of best fit line, linear regression equation model, and random error. Although there are knowledge adaptations that facilitate understanding for students, there are also limitations in the presentation of random error distribution assumptions in the knowledge to be taught. The contribution of this research is an understanding of the construction of statistical knowledge presented in the educational context and the strengthening of materials that can develop students' statistical literacy. Penelitian ini mengkaji proses transposisi didaktis eksternal pada materi regresi linear, yaitu transformasi pengetahuan ilmiah (scholarly knowledge) menjadi pengetahuan yang akan diajarkan (knowledge to be taught). Transposisi ini penting untuk memastikan pengetahuan yang kompleks dan cenderung abstrak bagi siswa dapat diakses dan mudah dipahami, khususnya dalam konteks regresi linear sehinga dapat mengembangkan literasi statistik siswa. Metode penelitian dilakukan dengan studi dokumen melalui analisis buku primer materi statistika, pedoman acuan penyusunan buku teks matematika, dan dokumen kurikulum pendidikan di Indonesia. Hasil studi menunjukkan adaptasi pengetahuan yang telah teridentifikasi yaitu pemaknaan variabel dependen dan independen, konsep regresi linear, konsep garis best fit, model persamaan regresi linear, serta random error. Walaupun terdapat adaptasi pengetahuan yang memfasilitasi pemahaman untuk siswa, tetapi ditemukan pula adanya keterbatasan dalam penyajian asumsi distribusi random eror dalam knowledge to be taught. Kontribusi penelitian ini yaitu pemahaman terhadap konstruksi pengetahuan statistika yang disajikan pada konteks pendidikan serta penguatan materi yang dapat mengembangkan literasi statistik siswa.
TRANSPOSISI DIDAKTIK KONSEP TURUNAN FUNGSI: PRADETEKSI LEARNING OBSTACLE PADA SISWA SMA DALAM STUDI INTERPRETIF DDR Fitriana Eka Chandra; Didi Suryadi; Siti Fatimah; Nanang Priatna; Hernani Kilkoda
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.15944

Abstract

Penelitian ini bertujuan untuk menganalisis transposisi didaktik internal dan eksternal konsep turunan fungsi pada siswa SMA. Penelitian ini adalah penelitian kualitatif yang merupakan studi awal dari serangkaian proses penelitian desain didaktik (DDR). Penelitian transposisi didaktik ini merupakan bagian dari tahap pertama dalam penelitian DDR yakni analisis prospektif, yaitu 1) analisis buku teks matematika kelas XII dalam bentuk analisis prakseologi buku teks dan 2) analisis situasi didaktik dalam bentuk hasil wawancaran dengan guru dan analisis buku catatan siswa dalam bentuk analisis prakseologi didaktik guru. Hasil penelitian menunjukkan bahwa baik buku teks maupun situasi didaktik pembelajaran guru keduanya belum sistematis  karena sajian pengetahuan dalam keduanya tidak sesuai urutannya dengan sajian pengetahuan dalam buku matematika scientific knowledge dan belum epistemik karena siswa tidak dilibatkan secara langsung untuk mengkontruksi pengetahuaannya sendiri untuk mendapatkan pengetahuan yang justified true belief sehingga berpeluang membuat siswa mengalami learning obstacle (LO), baik itu LO epistemik, LO ontogenik, maupun LO didaktik. Penelitian ini diharapkan memberikan kontribusi untuk memperluas kajian transposisi didaktik pada materi kalkulus sekolah yang berpeluang menimbulkan learning obstacle pada siswa dan kelanjutannya digunakan sebagai referensi dalam merancang desain didaktik baru pada materi turunan fungsi di sekolah menengah atas.
Praxeological analysis of grade V elementary school mathematics textbooks on fractions Devi Rahayu; Didi Suryadi
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.27133

Abstract

Textbooks are essential instruments in implementing the Merdeka Curriculum, serving as a bridge between curriculum policy and classroom practices. However, didactic challenges often arise when the presentation of material becomes confined to mechanical procedures rather than fostering deep conceptual understanding, particularly in fractions, which are highly abstract for elementary students. This study aims to analyze Grade V mathematics textbooks under the Merdeka Curriculum, focusing on fractions, through a praxeological lens. The analysis applies the four components of praxeology, task type (T), technique (τ), technology (θ), and theory (Θ), to evaluate the extent to which textbooks support effective learning. Using qualitative document analysis, data were drawn from the 2022 Grade V Mathematics Textbook published by the Ministry of Education, Culture, Research, and Technology, with attention to the relationship between the praxis block (tasks and techniques) and the logos block (technology and theory). Findings reveal that although the textbook integrates visual approaches and real-world contexts (such as local culture), procedural aspects remain dominant. A praxeological paradox was identified by visual illustrations often serve merely as technical justification (technology) without sufficient conceptual exploration (theory). Moreover, the limited variety of representations and rigid techniques in mixed operations risk reinforcing natural number bias and creating learning obstacles. The structure of fraction material in the textbook tends to prioritize procedural-mechanical aspects over independent conceptual exploration. More flexible and holistic instructional designs in textbooks are needed to reduce individual-instructional learning and to foster students' ability to generalize concepts to a broader mathematical domain.
Co-Authors Aan Hasanah Abdul Fatah Abdul Mujib Abidin, Muhamad Zainal Addilah, Aulia Ade Sunawan Adillah, Aulia adisti, yulia Aditya Prihandhika Adnan, Mazlini Ady Akbar Agung Wicaksono Agustia, Devi AHMAD LUTFI Ahmad Mukhibin, Ahmad Ahwan, M. Tami Rosadi Aiyub Aiyub Akbar, Ady Akhmad Ridlo Al Jupri Amelia, Tia Amrita Kaur Andi Auliya Ramadhany Andi Hidayatul Fadlilah Andika Putra R Anggraini, Yulia Annisa Fitri Aqidatul Izzah Ardo, Okilanda Asmara, Putri Meilia Asri, Rian Puji Ayunda Sri Wahyuningrum Bernadeta Suhartini Brata, Syahrizal Kurniawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Cepi Riyana Cipta, Eliva Sukma Cris Kuntadi d, delrefi Dadan Dasari Dadang Juandi Darhim Darhim Devi Rahayu Dian Usdiyana Diding Ruchaedi, Diding Dwi Endah Lestari Dwi Fitriani Rosali Dwi Warli E. Elvis Napitupulu E. Elvis Napitupulu, E. Elvis Edi Supriyadi Edya Kresna Annizar, Edya Kresna Eka Supriatna Eka Swasta Budayati Eko Risdianto Eko Saputra Elah Nurlaelah Elah Nurlaelah Eli Nugraha, Eli Elsa Komala Elsa Komala, Elsa Endah Cahya Mulyaning Endang Cahya Mulyaning Endang Cahya Mulyaning A. Entit puspita Erika Yohanna Seventina Siahaan Eva Musyrifah, Eva Farah Salsabila Fardian, Dilham Fasya, Robby Ismail Fathiyah, Ifa Fatimah, Neneng Fatimah, Siti Fauziah, Ella Febrilia, Baiq Rika Ayu Firda, Nadiatun Firsta Yosika, Ghana Fitri April Yanti, Fitri April Fitriana Eka Chandra Fuadiah, Nyiayu Fahriza Galih Anggriawan Gulvara, M Akbar Gumpita, Melly Terry Haïdara, Youssouf Haidara, Youssouf Hantari, Dimar Hardian Ningsih, Hardian Hardinata, Riyan Harsela, Febey Haruna, Nana Harlina Hayuningrat, Silfia Hendriyanto, Agus Hengki Kumbara Heni Pujiastuti Hernani Kilkoda Hidayati, Febry Nur Husnul Khatimah Rusyid Hutkemri Zulnaidi I Made Suarsana I Made Suarsana Idiatul Fitri Danasari Ika Meika Imam Rofiki Inayah, Sarah Indah Puspita Sari Indah Puspita Sari, Indah Puspita Indrawati Indrawati Indriyani, Mona Irfan Fauzi Irfan Fauzi Irfan Fauzi Islamiyah, Wafa Isnarto Isnawan, Muhamad Galang Istikomah, Endang Itoh, Takashi Ivanov, Danail Jamhari Jamhari Jarnawi Afgani Dahlan Jaya Dwi Putra, Jaya Dwi Jihe Chen Joni Joni Jozua Sabandar Jozua Sabandar Juita, Krisna Jusniani, Nia Khoerunisa, Adlina Kisno Kisno Komang Sujendra Diputra KOMARIAH, NURUL Krida Singgih Kuncoro Kusnadi Kusnandi Kusnandi ,- Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Laila, Alya Nur Najmi Lia Ardiansari Lorenza, Ade Novia Lucky Heriyanti Jufri Lucky Heriyanti Jufri, Lucky Heriyanti Lukman Lukman Lyna Sari, Dwi M Akbar Gulvara Maifa, Talisadika Serrisanti Maifianti, Khori Suci Marhami Marhami Martinez Edison Putra Mashud Maula, Nyla Farhatul Maulana, Dick Dick Maya L Hutapea, Maya L Melia Eka Daryati Mikkey Anggara Suganda Mimi Hariyani Mimin Ninawati Mirza Aulia Mohamad Gilar Jatisunda Mohamad Zaka Al-Farisi Mohammad Fauziddin Mu'afi, Yusniar Najmah Muhaimin, Lukman Hakim Muhammad Hatta Muhammad Kristiawan Muhammad Rayana Kusumanegara Muhammad Win Afgani Mulyaning. A, Endang Cahya Mulyawati, Sri N. Nurjanah nadia, elen falen Nadiva Dwi Anggani Nanang Priatna Nasir, Norma Nasir, Nurihan Nelly Fitriani Nia Fatmawati Nina Anindyawati Nina Novi Yanti Nur Eva Zakiah, Nur Eva Nur Qamariah Nurhayati, Lina Nurhidayati, Febry Nurjanah Nurjanah Nurjanah, Nurjanah3 P, Anditya Gilang Rizky Pacis, Estrella R. Pahmi, Samsul Palupi Sri Wijayanti Pandu Pratama Paryanto, Edi Pauji, Ikbal Pradana, Anditya Gilang Rizky Pranata, Muhammad Fariz Yoga Priatna M, Bambang Avip Puspasari, Eka Putra R, Andika Putra Sastaman B Putri Fitriasari, Putri Putri, Amelia Defrianti Putri, Jazila Anaka Putri, Santika Putri, Tanaya Eka Rahmadi Rahman, Zahra Fadhila Rahmat Putra Perdana Rahmi Nur'aini Azzahra Raisatunnisa Raisatunnisa Raisatunnisa, Raisatunnisa Ramli Rani Martalisa Taorina Rani Sugiarni Raudiyah Rizki R Rayhan, Nabila Cynthia Reny Andriyanty Repormasi, Amanah Rezza Dewintha, Rezza Rianto, Louis Riastuti, Ade Riyanti , Dwi Riyanto Riyanto Riyoko, Endie Rizki Rosjanuardi Rizky Rosjanuardi Rizky, Anditya Gilang Rosmayasari Rosmayasari Rosmayasari, Rosmayasari RR. Ella Evrita Hestiandari Rubiyatno Rubiyatno Rubiyatno Rudi Rudi Rudi Rudi Rusyid, Husnul Khatimah S. Maifa, Talisadika Sacko, Makan Sahid Agus Nurhamid, Sahid Agus Salsabila, Alya Salsabila Sani Sahara Saputri, Aulia Nabilla Sari, Atika Defita Sari, Desi Vita Sari, Dwi Maulida Sari, Liza Permata Sendi Ramdhani Sesilia Seli Setambah, Mohd Afifi Bin Bahurudin Seto, Rehino Yanu Setyaningrum, Desy Siahaan, Erika Yohanna Seventina Silfia Hayuningrat Sirait, Sudirman Siregar, Rama Nida Siti Fatimah Siti Noor Binti Ismail Siti Zakiyah Sri Yulianti Sufyani Prabawanto, Sufyani Suhendra Suhendra Suhendra Suhendra Suhendra, S Suhita, Cahyaningtyas Putri Sukma Murni Sukma Murni Sulistiawati Sulistiawati Sumaryanti Sumaryanti Suprihatin, Dewi Nawang Surya Kurniawan Sutawanir Darwis Suwito, Hanifah Wahyu Syafdi Maizora Syamsul Arifin Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syisva, Syisva Talisadika Serrisanti Maifa Tarmudi, Tarmudi Tatang Herman, Tatang Theodore Dwivaland Fophin Tin Lam, Toh Tjahyanto, Teddy Tonra, Wilda Syam Toto Subroto Tri Nova Hasti Yunianta Turmudi Umbara, Uba Umbara, Uba Unaenah, Een Uray Gustian, Uray Wafa Islamiyah Wahyudi, Ibnu Wardah, Saidah Nabila Wardat, Yousef Warli, Dwi Warsitarumanti, Syahrani Wembrayarli, Wembrayarli Wijayanti, Bela Tri Wilda Syam Tonra Wina Romdhani, Wina Windia Hadi, Windia Y. Touvan Juni Samodra Yaya S. Kusumah Yaya S. Kusumah Yenda Puspita Yenni ,- Yoppy Wahyu Purnomo Yuce Sandra Yulidesni Yulidesni, Yulidesni Yuni Hajar Zainal Arifin zulnadila, zulnadila