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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal SOLMA (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Journal of Didactic Mathematics Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Nusantara Education JNPM (Jurnal Nasional Pendidikan Matematika) Journal of Education Method and Learning Strategy Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Jurnal Didaktik Matematika
Lia Ardiansari
Universitas Pendidikan Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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BRIDGING ARITHMETIC TO ALGEBRA: IMPLEMENTING AN E-MODUL THROUGH DIDACTICAL DESIGN RESEARCH Ardiansari, Lia; Ariyanti, Dyah; Rozi, Mohammad Sahrul; Assiddiqi, Muhammad Fajar
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13880

Abstract

Students' difficulties in understanding algebraic concepts often stem from a procedural approach to arithmetic without deep conceptual grounding. This study aims to develop and implement an interactive e-module titled “Jembatan Aritmatika”, designed to help students build a conceptual transition from arithmetic to algebra by deepening their understanding of the equal sign (=) as a relational symbol. The study adopts a Didactical Design Research (DDR) approach, consisting of three main phases: preliminary design, experimental teaching, and retrospective analysis. The participants were upper-grade elementary school students who engaged with the e-module across several learning sessions. Instruments included pre-test and post-test questions, observation sheets, and student response questionnaires. The results showed that the e-module effectively enhanced students' understanding of the relational meaning of the equal sign and introduced them to the fundamental structure of algebraic equations in a gradual and meaningful way. Strategies such as visualization, contextual problem-solving, and the progressive use of symbolic representation proved helpful in supporting students’ reasoning about quantitative relationships. The study concludes that the “Jembatan Aritmatika” e-module holds promise as an effective learning medium for facilitating students' conceptual transition from arithmetic to algebra.
Exploring Teachers' Perceptions of Number Concepts and Arithmetic Operations in Elementary Education Rini Sulastri; Lia Ardiansari
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.42379

Abstract

This study explores elementary school teachers' understanding of the concept of number and arithmetic operations through a phenomenological approach. The purpose of this study is to explore and understand teachers' subjective experiences in interpreting and teaching these concepts, and to emphasize the importance of individual perspectives in shaping their understanding. Teachers' subjective experiences are considered crucial because they influence the way they teach and explain mathematical concepts to students, as well as shaping students' concept images. This study involved 10 elementary school teachers who were selected using purposive sampling techniques to ensure diversity in experience and educational background. Data analysis was conducted using the phenomenological thematic analysis method to identify key themes and patterns in teachers' experiences. The findings of the study revealed significant differences between teachers' understanding and scientific conceptions, referred to as Zone Concept Image Differences (ZCID). The conclusion of this study shows that teaching the concept of number and arithmetic operations is often constructed narrowly, thus not supporting the development of broader thinking in students.
Co-Authors Anjarwati , Ani Anjarwati, Ani Aprilia, Raisa Ariyanti, Dyah Ary Analisa Rahma Assiddiqi, Muhammad Fajar Dadan Dasari Dian Anisa Rokhmah Wati Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Faradilah, Azmi Nur Fikri, M. Hisam Herdiyanti, Shellyna Hermin Arista Kharisma, Kharisma Ludfi Arya Wardana Muhammad Daut Siagian Muhammad Muslim, Muhammad Nisa, Adelia Khoirol Nourma Ulva Kumala Devi Qomariyah, Ryzca Siti Retno Eka Pramitasari Rini Sulastri Rozi, Mohammad Sahrul S, Meylinda Halimatus Swari, Utami Ratna Syahbana, Wildan