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All Journal Journal of Innovation and Research in Primary Education
Neni Mariana
State University of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Elementary Students' Difficulties in Adding Fractions: A Computational Thinking Analysis Halimah Nur Agustin; Neni Mariana; Tatag Yuli Eko Siswono; Wiryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2753

Abstract

This study analyzes elementary students’ difficulties in understanding fraction addition through the framework of computational thinking (CT). Fractions are widely recognized as one of the most challenging mathematical concepts for young learners due to their abstract nature and multiple representations. The purpose of this study is to identify students’ specific difficulties across the four CT dimensions; decomposition, pattern recognition, abstraction, and algorithmic thinking in the context of fractional addition. The research employed a qualitative descriptive design involving 19 sixth-grade students from an elementary school in Mojokerto, Indonesia. Data were collected through classroom observations, diagnostic tests, and semi-structured interviews. Findings show that 78.9% of students struggled with abstraction, 73.7% with decomposition, 68.4% with algorithmic thinking, and 63.2% with pattern recognition. Students frequently applied whole-number reasoning, failed to identify equivalence patterns, and were unable to construct systematic solution procedures. These results indicate that students’ difficulties are multidimensional and stem from insufficient scaffolding in linking conceptual understanding with procedural fluency. The study suggests that CT-based instructional strategies can strengthen students’ structural reasoning and support deeper learning of fraction concepts.
Development of Google Sites-Based Interactive Multimedia for Sixth-Grade Solar System Instruction Akhmad Taufiq; Suryanti Suryanti; Enny Susiyawati; Neni Mariana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2887

Abstract

This study aims to develop and evaluate Interactive Multimedia (IMM) learning media based on Google Sites and supported by Google Classroom to improve learning motivation and learning outcomes of sixth-grade students at SDN Bening, Mojokerto, on Solar System material. The study used a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Research subjects involved 3 experts (media, material, and instructional), 1 science teacher, and 22 students. Data collection instruments included validation sheets, response questionnaires, and learning outcome tests (pretest–posttest). Data were analyzed descriptively using percentages and N-Gain scores. The results showed that the developed IMM media was highly valid according to expert judgment (average score of 4.28), highly practical based on teacher (4.40) and student (4.34) responses, and effective in improving student learning outcomes, as indicated by an N-Gain score of 0.54 (moderate category). Student learning motivation increased by 21.32% after implementation. The integration of Google Sites and Google Classroom supports interactive content delivery and digital assessment within a unified learning environment, making the media suitable for teaching abstract science concepts at the elementary level.
Exploring Students' Numeracy Skills in Solving Algebraic Reasoning Problems in Fifth Grade Elementary School Anisa Agustina; Neni Mariana; Farida Istianah
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3057

Abstract

Numeracy skills have become a central focus in contemporary mathematics education, shifting learning objectives from routine arithmetic mastery toward the ability to apply mathematical concepts in real-life contexts. In Indonesia, this shift is reinforced through the implementation of the Minimum Competency Assessment (AKM), which positions numeracy as a core student competency. This study aims to describe fifth-grade students’ numeracy skill profiles, analyze their problem-solving strategies in algebraic reasoning (AR) tasks, and identify major obstacles encountered when applying numeracy in AR contexts. A qualitative descriptive research design was employed involving 31 fifth-grade students at SDN 123 Babakan Priangan. Data were collected through a diagnostic test consisting of five contextual algebraic reasoning problems and follow-up structured interviews. The results indicate a clear polarization of students’ numeracy abilities, with 54.84% of students categorized at a poor level. Students experienced substantial difficulties in modeling proportional and inverse relationships, particularly in identifying correct scale factors and inverse operations within contextual problems. These findings suggest that targeted instructional interventions are necessary, especially to strengthen students’ abilities to translate verbal situations into algebraic models involving comparison and functional relationships. Enhancing these skills is essential to support students’ readiness for formal algebra learning in subsequent grades.
Co-Authors Akhmad Taufiq Anisa Agustina Enny Susiyawati Farida Istianah Halimah Nur Agustin Suryanti Suryanti Tatag Yuli Eko Siswono Wiryanto