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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Inovasi Teknologi Pendidikan Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika Caraka : Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Journal of English Language and Pedagogy Bulletin of Educational Management and Innovation Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Al Ibtida: Jurnal Pendidikan Guru MI TSURAYYA: Journal of Education, Economy and Religia
Jamiu Temitope Sulaimon
University of Ilorin
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Uncovering Learning Obstacles in Elementary Students Fraction Understanding: A Multi-Dimensional Analysis for Didactical Design Tiara Syahvira; Abdul Mujib; Jamiu Temitope Sulaimon
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.99369

Abstract

Learning fractions in elementary school remains difficult for students because the concept is abstract and requires strong conceptual understanding. Although prior studies have examined epistemological, didactical, or ontogenic learning obstacles separately, few have triangulated multiple data sources to capture how these three dimensions interact, particularly within a Didactical Design Research (DDR) framework at the lower-grade elementary level, this gap in integrated, multi-source analysis is what the present study addresses. This study identifies and analyzes the three types of learning obstacle experienced by third-grade students in learning fractions at UPT SDN 060817 Medan and examines how these obstacles interact as a basis for designing DDR-based instruction. A qualitative descriptive approach was used with 15 third-grade students and one classroom teacher as subjects. Data was collected through a mathematical concept-understanding test, classroom observation, semi-structured interviews, and instructional-artifact analysis, then triangulated. Results show that only 33.33% of students reached mastery, with a class average of 53.2. Fifteen learning obstacles were identified: five epistemological, five didactical, and five ontogenic, and these interact with one another rather than occurring independently. Identifying these three obstacle categories carries direct practical significance for guiding teachers in designing more contextual, concrete-media- and technology-supported fraction instruction. The findings provide an empirical foundation for a Hypothetical Learning Trajectory (HLT) integrating concrete media, PhET Simulation, Problem-Based Learning, and local Medan contextualization.
Exploring the Cognitive and Social Benefits of Bubble Blowing Activities in Early Childhood Development: A Thought Experiment Approach Moses Adeleke Adeoye; Jamiu Temitope Sulaimon; Olorunjeedalo Anu Peters
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 6 No. 1 (2025): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v6i1.3109

Abstract

Play is universally recognised as a vital aspect of early childhood development, yet specific activities, such as bubble blowing, remain underexplored in the literature. This research investigates bubble-blowing's cognitive, social, and emotional impacts on young children, providing empirical evidence to support integrating such activities into early childhood curricula. Utilising a thought-experimental approach, the study engaged educators and parents in reflective discussions about children's experiences and observations during bubble-blowing activities. The findings reveal that bubble blowing significantly enhances cognitive skills, including problem-solving and critical thinking, as children explore scientific concepts through hands-on experimentation. Socially, the activity fosters collaboration, communication, and conflict resolution, demonstrating that structured and unstructured play can yield substantial social benefits. Emotionally, children express various feelings, from joy to frustration, contributing to their emotional regulation and resilience. In conclusion, bubble blowing is an effective tool for promoting holistic development in early childhood. This research contributes to the existing body of literature by providing specific insights into the developmental benefits of targeted play activity, emphasising the need for educators and parents to prioritise play-based learning. By highlighting the multifaceted advantages of bubble-blowing, the study advocates for its inclusion in educational settings, ultimately enhancing the quality of early childhood education and fostering well-rounded development in young children.
Co-Authors . Haryanto Abdul Muin Abdul Mujib Akbar Al Masjid Andi Batara Indra Asnawi Malik Banun Havifah Cahyo khosiyono Banun Havifah Cahyo Khosiyono Biya Ebi Praheto Fajrul Ilmy Darussalam Folarin Moruf Oluwafemi Francis Moodu Yakubu Garba Shuiabu Ima Widyastuti Kalu Uchechukwu Lawal Mustapha Mohammed Mark Gabriel Wagan Aguilar Maulana Yusuf Miftahudin Moses Adeleke Adeoye Moses Adeleke Adeoye Muh. Nurdin Mundilarno Mundilarno Muntaha Mahfud Nanik Supriani Novi Trilisiana Olorunjeedalo Anu Peters Pujiriyanto . Sari Dewi Prastiwi Siti Maisaroh Tiara Syahvira Tiza Ariesta Saputri Wahyu Kurniawati Wandri Ramadhan Wira Tunggul Segara Agus