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All Journal JURNAL PENDIDIKAN TAMBUSAI FORUM PAEDAGOGIK
Saleh, Riswan
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Religion Education Social Sciences Other

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ANALYSIS OF GRADE V STUDENTS' DIFFICULTIES IN SOLVING MATHEMATICS PROBLEMS BASED ON LOCAL CULTURE Harahap, Syawal Fitrah; Hasibuan, Abrizal; Matondang, Akhirur Rhomadon; Saleh, Riswan; Simanjuntak, Susanti Maysura; Amir, Almira
FORUM PAEDAGOGIK Vol 16, No 1 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i1.16010

Abstract

Mathematics learning that is disconnected from the cultural context of students often makes it difficult to understand concepts, especially at the elementary school level. Integration of local culture through an ethnomathematics approach is believed to be able to bridge this gap, but has not been widely studied from the perspective of students' cognitive and contextual difficulties. This study aims to identify and analyze the forms of difficulties faced by fifth grade students in solving mathematics problems based on the local Batak Angkola culture. This study uses a qualitative descriptive approach with 37 fifth grade students at SD Negeri 200117 Padangsidimpuan as subjects. Data collection techniques include observation, semi-structured interviews, and analysis of student work artifacts. Validation is carried out through triangulation of sources and time. Five main types of difficulties were found: understanding cultural context (27.03%), mathematical conceptual errors (21.62%), procedural errors (18.92%), calculation errors (16.22%), and not solving problems (16.22%). The conclusion of this study is that dominant difficulties arise due to the low connection between cultural representations in problems and students' mathematical understanding. A contextual learning strategy is needed that is designed with strengthening cultural literacy so that the integration of ethnomathematics becomes more effective.
Tinjauan Sistematis terhadap Strategi Pembelajaran Matematika yang Efektif di Sekolah Dasar: Perspektif Teori Konstruktivisme Saleh, Riswan
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29204

Abstract

Rendahnya Pembelajaran matematika di sekolah dasar menghadapi tantangan dalam meningkatkan pemahaman konsep siswa secara bermakna. Dalam konteks Kurikulum Merdeka yang menekankan pendekatan aktif dan kontekstual, penerapan strategi pembelajaran berbasis konstruktivisme menjadi sangat relevan. Artikel ini bertujuan untuk mengkaji secara sistematis efektivitas strategi pembelajaran matematika berbasis konstruktivisme melalui metode Systematic Literature Review (SLR). Data dikumpulkan dari 35 artikel ilmiah yang diterbitkan antara tahun 2014–2024 melalui basis data terpilih seperti Google Scholar, GARUDA, dan DOAJ. Proses analisis dilakukan secara tematik berdasarkan prinsip-prinsip konstruktivisme dari Piaget dan Vygotsky. Hasil kajian menunjukkan bahwa strategi seperti Problem-Based Learning (PBL), Discovery Learning (DL), dan Realistic Mathematics Education (RME) secara konsisten mampu meningkatkan pemahaman konsep matematika, berpikir kritis, dan keterlibatan aktif siswa SD. Kombinasi antara strategi-strategi tersebut menghasilkan dampak yang lebih optimal dibandingkan penggunaan tunggal. Studi ini menyoroti pentingnya pelatihan guru, penyediaan media pendukung, dan pengembangan kurikulum yang mendukung pembelajaran berbasis konstruktivisme. Kesimpulannya, strategi pembelajaran berbasis konstruktivisme memberikan kontribusi signifikan terhadap peningkatan kualitas pembelajaran matematika di tingkat sekolah dasar dan perlu dikaji lebih lanjut dalam konteks digital dan inklusif.
Co-Authors Almira Amir Harahap, Syawal Fitrah Hasibuan, Abrizal Matondang, Akhirur Rhomadon Simanjuntak, Susanti Maysura