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All Journal Union: Jurnal Ilmiah Pendidikan Matematika
Yen, Phoong Seuk
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Education Mathematics

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“They give students too much for their age”: Toward deep learning from primary school teachers’ perspective through interpretive phenomenology Sahara, Sani; Chaled, Mohammad Idham; Indrawijaya, Fizar; Utami, Nadya Syifa; Yen, Phoong Seuk
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21296

Abstract

The Indonesian Deep Learning “Pembelajaran Mendalam” initiative represents an effort to address long-standing deficits in students’ critical thinking and higher-order skills. However, for teachers on the ground, the policy often collides with a very different reality. This interpretive phenomenological study explores the challenges associated with the initiative by focusing on the lived experiences of elementary school teachers in South Jakarta as they navigate the new mandate. Rather than measuring implementation fidelity, the analysis reveals the difference between policy and teachers’ everyday experience. Teachers describe a professional world dominated by the immediate demands of classroom management, in which abstract policy goals feel largely unattainable. They express a deep sense of overload—both logistical and developmental—arguing that the curriculum demands forms of philosophical reasoning from children who are still mastering basic concrete concepts. Moreover, the implementation is experienced visible in workshops and policy documents but failing in daily classroom practice. This study contributes to the literature by demonstrating that the difficulties surrounding Pembelajaran Mendalam not from teacher resistance but from a policy design that insufficiently accounts for the developmental and practical realities of elementary education.
Meaning in transition: A didactic–hermeneutic inquiry into how the concept of variables transposed from teaching to student understanding Utami, Nadya Syifa; Diana, Hafsah Adha; Sahara, Sani; Yen, Phoong Seuk
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21568

Abstract

The concept of variable is central to algebraic thinking, yet many students struggle to understand it due to how it is introduced in classroom practice. This study investigates the didactic transposition of the meaning of variable from the knowledge intended by the teacher to the knowledge constructed by students. Employing a qualitative approach grounded in the Anthropological Theory of the Didactic (ATD) and hermeneutic analysis, the study examines teaching materials, teacher and student interviews, and students’ written assessments in a junior high school context. The findings reveal an epistemic shift in the meaning of variable: although the teacher intended to introduce variables as unknown quantities within algebraic relationships, classroom instruction predominantly emphasized symbolic manipulation and procedural equation solving. As a result, students interpreted variables as static placeholders for fixed values rather than as quantities that can vary. This led to a restricted, object-based understanding of variables, limiting students’ ability to engage with generalization and relational reasoning. The study concludes that prevailing didactical practices unintentionally simplify and constrain the conceptual richness of variables. This study contributes to the field of mathematics education by advocating for a pedagogical shift that explicitly bridges procedural equation solving with the dynamic and varying nature of algebraic reasoning.
Co-Authors Chaled, Mohammad Idham Diana, Hafsah Adha Indrawijaya, Fizar Sahara, Sani Utami, Nadya Syifa