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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Guru Tua : Jurnal Pendidikan dan Pembelajaran Jurnal Abdi Insani MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Academia Open Journal of Educational Sciences Journal of Innovation and Research in Primary Education
Guci, Ammar Abdullah Joni
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Herawati, Kadek; Herlina, Herlina; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Guci, Ammar Abdullah Joni; Wilade, Surahman
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.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
Local Wisdom Molaulita Integrates Character Education Management: Kearifan Lokal Molaulita dalam Manajemen Pendidikan Karakter Ananya, Nurhayati Oktavia; Gagaramusu, Yusdin Bin. M.; Rahmawati, Dyah; Rizal, Rizal; Guci, Ammar Abdullah Joni
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13870

Abstract

This study examines the implementation of local wisdom-based character education management through the “Molaulita” culture at an elementary school. General Background: Character education is essential for developing intellectually capable, morally grounded, and culturally rooted students. Specific Background: Integrating local wisdom into school activities offers a contextual approach to strengthen character formation and cultural identity. Knowledge Gap: Previous practices often lack systematic management and fail to consistently integrate local wisdom into structured educational programs. Aims: This study aims to describe the “Molaulita” culture and analyze its management in supporting character education at SD GKST Peura. Results: Findings show that “Molaulita,” implemented through weekly co-curricular storytelling in the Poso (Pamona) language, functions as both cultural preservation and a medium for character development, fostering communicative skills, responsibility, patriotism, and curiosity. The program is managed through planning, organizing, actuating, controlling, and evaluating, involving school leaders, teachers, and students. Novelty: The study provides an empirical model of character education management grounded in local culture through structured co-curricular activities. Implications: The findings highlight the potential of integrating local wisdom into educational management to support sustainable character development and cultural preservation in elementary education. Highlights:• Weekly storytelling activities embed cultural language use in classroom practice• Management functions structure co-curricular programs for character formation• Student traits develop through routine participation and guided reflection Keywords: Education Management; Character Education; Local Wisdom; Molaulita; Elementary School
Co-Authors Ananya, Nurhayati Oktavia Azizah Azizah Badjeber, Rafiq Cahyani, Eka Danti Indriastuti Purnamasari Dasa Ismaimuza Fitra Fitra, Fitra Herawati, Kadek Herlina Herlina Kadek Hariana Kamisani, Nurul Khairunnisa Khairunnisa Khairunnisa Kurniawan, Gusti Putu Indra Lamanasa, Farsya Gabriella Mengkido, Meyland Rikhar Mubarik Mubarik Muzdalifa, Riza Nasrullah Nasrullah Patewa, Anna Thasya Rahmawati, Dyah Ratman Ratman Rita Lefrida Rizal Rizal Rizal, Rizal Sinta Satria Dewi Pendit Sisriawan Lapasere Surahman Wilade Yusdin Gagaramusu Zulnuraini