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All Journal Jurnal Riset Pendidikan Matematika Jurnal Daya Matematis Jurnal Pendidikan Islam Math Educa Journal Tatar Pasundan : Jurnal Diklat Keagamaan Jurnal Pendidikan dan Kebudayaan Educandum Jurnal Ilmiah Pendidikan Tolis Ilmiah: Jurnal Penelitian Inovasi: Jurnal Diklat Keagamaan Jurnal Perspektif Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Prajaiswara 12 Waiheru Tatar Pasundan: Jurnal Diklat Keagamaan Jurnal Pengembangan Pembelajaran Matematika
Arsyil Waritsman
Balai Diklat Keagamaan Ambon, Indonesia
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Journal : Jurnal Pendidikan Islam

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Study of Didactic Transposition: Exploration of Taught Knowledge in Revealing Learning Obstacles for Madrasah Students Wicaksono, Agung; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Suciati, Indah; Waritsman, Arsyil
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Didactic transposition helps bridge the gap between formal mathematical knowledge and classroom instruction, ensuring more effective material delivery aligned with students’ needs. The purpose of this study was to explore how linear equations of one variable are taught to eighth-grade students at Madrasah Tsanawiyah based on the didactic transposition approach. This study focuses on the knowledge transfer stage of a didactic transposition study on linear equations of one variable, using qualitative research with a descriptive method. The study’s results showed that the presentation of material in the teaching and learning process led to a shift in understanding of linear equations of one variable from the concept of linear equations of one variable in a didactic context. Incomplete explanations of linear equations with one variable cause learning obstacles. Ontogenic obstacles arise from students’ cognitive limitations, epistemic obstacles from conceptual complexity, and didactic obstacles from ineffective teaching strategies. This study is conducted because didactic transposition can bridge the gap between formal mathematical knowledge and classroom instruction, yet it may also create learning obstacles. The findings can help improve teaching strategies by addressing conceptual gaps and learning obstacles, making mathematics instruction more effective for students at Madrasah Tsanawiyah.
Co-Authors Afryanti, Frida Agung Wicaksono Alawiyah, Arsyiatul Arief, Zainul Arif Ahmad Djalaludin Baijuri Bambang Niko Pasla Dhoriva Urwatul Wutsqa Dian Untari Didi Suryadi Djanapa Bulow, Irma Hariyanti, R A Mustika Izaak Hendrik Wenno, Izaak Hendrik Japar, Japar Jumrana Mulyana, Anna Neni Iryani Nidya Nina Ichiana Rahmayati, Hirza Ratna Widianti Utami Retnowati, Dewi Rita Lefrida Rizal Hatapayo Silviana, Arina Siti Fatimah Suciati, Indah Sudirman Suhendra Suhendra theresia laurens, theresia Tombokan, Fildayani Yonesi, Devi