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All Journal Jurnal Pengajaran MIPA Mimbar Sekolah Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Umayrah, Anggi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review Umayrah, Anggi; Iswara, Prana Dwija; Salsabila, Syifa; Azzahra, Siti Silmi; Jeujanan, Mariana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11474

Abstract

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.
Newman Analysis Error in Examining Elementary Students’Challenges in Solving Mixed Fraction Operation Word Story Problem Umayrah, Anggi; Herman, Tatang; Salsabila, Syifa
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 30, No 2 (2025): JPMIPA Volume 30, Issue 2, 2025
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v30i2.81963

Abstract

Pemahaman siswa terhadap operasi penghitungan campuran pada pecahan merupakan aspek penting dalam pembelajaran matematika di sekolah dasar. Namun, berbagai penelitian menunjukkan bahwa siswa sering mengalami kesulitan dalam menyelesaikan soal cerita yang berkaitan dengan konsep ini. Solusi tersebut dapat terjadi akibat kesalahan-kesalahan yang dialami siswa seperti kurangnya pemahaman terhadap konsep pecahan, kesalahan prosedur, dan kesulitan dalam memahami makna soal. Apabila permasalahan ini tidak segera terselesaikan, tentu akan berdampak pada proses pembelajaran. Oleh karena itu, diperlukan suatu pendekatan yang dapat dijadikan alternatif untuk menganalisis kesalahan siswa dalam menyelesaikan soal cerita. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus untuk menganalisis kesalahan siswa berdasarkan Analisis Kesalahan Newman. Data dikumpulkan melalui tes uraian empat soal dan wawancara untuk menggali faktor-faktor penyebab kesalahan. Hasil penelitian menunjukkan bahwa kesalahan paling dominan terjadi pada tahap penulisan jawaban akhir (32,35%), diikuti oleh kesalahan pada proses penyelesaian soal (25,49%), transformasi (18,63%), pemahaman soal (14,71%), dan pembacaan soal (8,82%). Hasil wawancara menunjukkan bahwa kesalahan disebabkan oleh kurangnya pemahaman konsep pecahan, tergesa-gesa dalam mengerjakan soal, dan minimnya penggunaan metode konkret dalam pembelajaran. Temuan ini menyoroti pentingnya pendekatan berbasis pemecahan masalah dan penggunaan media konkret untuk meningkatkan pemahaman siswa terhadap operasi hitung pecahan.
Understanding Elementary Students’ Difficulties in Mathematization of Pre-Algebra Problems Salsabila, Syifa; Jupri, Al; Umayrah, Anggi; Salsabila, Salwa
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89167

Abstract

This study aims to explore the mathematization process of elementary school students in solving pre-algebraic story problems. Adopting a sequential explanatory mixed-method design with a qualitative descriptive case study as the core component, the research focuses on understanding students’ thinking patterns based on their written work and reflections. Participants consisted of 53 Grade V students from three schools in Tasikmalaya, Indonesia. The initial quantitative phase was conducted to identify general patterns of performance and guide case selection for the qualitative phase, while qualitative data were obtained from students’ written outputs, video recordings, unstructured interviews, and field notes. Findings from the initial phase indicated a wide range of abilities, revealing learning gaps that warranted deeper exploration. Qualitative analysis shows that students face difficulties in understanding problem statements, formulating mathematical models, applying operational rules, and re-examining their solutions. The most dominant errors occur in vertical mathematization, particularly in the problem-solving and reflection stages. These findings highlight the urgent need to design classroom practices and learning strategies that explicitly develop students’ mathematization abilities, especially during the transition from arithmetic to algebraic thinking in primary education.
Co-Authors Azzahra, Siti Silmi Jeujanan, Mariana Prana Dwija Iswara, Prana Dwija Salsabila, Salwa Salsabila, Syifa Tatang Herman, Tatang