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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN COPE Mimbar PGSD Undiksha Jurnal Infinity Primary: Jurnal Pendidikan Guru Sekolah Dasar Elementary: Islamic Teacher Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Jurnal Inovasi Pendidikan Dasar Jurnal Paedagogy Southeast Asian Mathematics Education Journal Ideguru: Jurnal Karya Ilmiah Guru IJPD (International Journal Of Public Devotion) Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Infinity Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education
Yoppy Wahyu Purnomo
Universitas Negeri Yogyakarta
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Infinity

 1 
INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM Yoppy Wahyu Purnomo; Chairunnisa Widowati; Syafika Ulfah
Jurnal Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i1.p57-74

Abstract

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi- structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction  division problem. Furthermore, it  was  found  several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent  faults  and  misconceptions.  In  conclusion,  it  was  substantial  to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.
Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Yoppy Wahyu Purnomo; Rokhmatun Nabillah; Tian Abdul Aziz; Sri Adi Widodo
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Purnomo, Yoppy Wahyu; Nabillah, Rokhmatun; Aziz, Tian Abdul; Widodo, Sri Adi
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
Co-Authors Adinda Fuadillah Oktafiani Afrillia, Yesi Martha Ainun Nafisah Ali Mustadi Amrita Kaur Anggito, Albi Aprilia Tina Lidyasari Ardiyana Hartanti Chairunnisa Widowati da Comte, Augusto Danuri Didi Suryadi Dionisius Okky Pratama Putra Edi Purwanta Farida Agus Setiawati Faturrohman, Faturrohman Fauzi Yuberta Fidariya Mawaddah Firdaus, Fery Muhamad Firmanti, Pipit Hanipah, Iip Ripati Herning Tyas Sarwastuti Herra Aprillia Sabrina iip Ripati Hanipah ika rihayati Irfan Wahyu Prananto Jihan Luthfi Salsabila Jumar Jumar Kadir Kadir Kadir, Kadir Kana Hidayati Kinanti Pangestu Lucia Ambarwati Masitah Shahrill Masitah Shahrill, Masitah Meta Salma Pamenan Mohd Norakmar Omar Mu'minin, Nurul Muhamad Dzahir Kasa Muhammad Supian Sauri Nabilla Namira Permata Putri Nabillah, Rokhmatun Nawang Sulistyani Nurlaela Rahmawati Octavian Muning Sayekti Oktafiani, Adinda Fuadillah Olivia Pandansari Pasri Pramudiani, Puri Puji Lestari Puri Pramudiani Puri Pramudiani Puri Pramudiani Puri Pramudiani Purwanti Purwanti Puspitaningrum, Rifky Putrawangsa, Susilahudin Putri Anggoro Kasih Putri Anggoro Kasih, Putri Anggoro Putriani, Fini May Rahayu Condro Murti Rahmawati, Nurlaela Rika Susanti Rizki Dwi Rahmawati Rokhmatun Nabillah rosella aranda ayu wibowo Sekar Purbarini Kawuryan Serafin Wisni Septiarti Setiawan Edi Wibowo Sigit Wibowo Siti Noor Binti Ismail Siti Noor Ismail Sri Adi Widodo Sri Adi Widodo Sri Rochadi Suparjan . Sutawanir Darwis Syafika Ulfah Syukrul Hamdi Tian Abdul Aziz Unik Ambarwati Uswatun Hasanah Veny Wulan Suci Viscal Oktari Wanyi, Poh Widianti, Wahyu Winarni Winarni Wuri Wuryandani Yahya Don Yuniawatika