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All Journal Journal of Innovation and Research in Primary Education
Wiryanto
State University of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Using Cognitive Diagnostic Assessment to Inform Differentiated Instruction in Elementary Place Value Concepts Dhesta Nurdana Puspita; Wiryanto; Tatag Yuli Eko Siswono
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.v5i1.2559

Abstract

Place value understanding is a fundamental prerequisite for advanced mathematical learning, yet elementary students often demonstrate heterogeneous comprehension that challenges uniform teaching approaches. This study examines the use of cognitive diagnostic assessment (CDA) to identify student learning profiles and inform differentiated instruction in Indonesian elementary mathematics. A mixed-methods descriptive design involved 12 fourth-grade students at SD Negeri Jubellor, East Java. Data were collected through structured interviews and a five-item diagnostic test on place value concepts. Psychometric properties were analyzed using ANATES, while student performance was categorized into high (≥98%), moderate (64–97%), and low (<64%) understanding levels. The assessment showed strong psychometric quality with item correlations between 0.815–0.876 (p<0.01) and high reliability (α=0.87). Difficulty analysis indicated balanced distribution, with one very easy item (20%) and four moderately difficult items (80%). Results revealed heterogeneous profiles: 25% low understanding, 42% moderate, and 33% high. Students with low understanding struggled with reading multi-digit numbers and place value beyond thousands. Those at the moderate level demonstrated competency up to ten thousands but faced difficulties at hundred thousands and contextual applications. High-achieving students mastered place value comprehensively, including real-world applications. These findings demonstrate that CDA not only identifies specific learning gaps but also provides actionable insights for planning targeted instructional pathways. Strengthening this diagnostic–instructional alignment is essential to ensure responsive teaching that supports all learner profiles, particularly in bridging conceptual gaps among students at the moderate and low understanding levels.
Analysis of Learning Difficulties of Grade IV Elementary School Students on Fractal Materials Reviewed from Numeracy Ability and Self-Efficacy Aprillia Putri Pradinar; Wiryanto; Endah Budi Rahaju
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.v5i1.2752

Abstract

Difficulty understanding the concept of fractions is still a major challenge for elementary school students and has an impact on numeracy skills and self-efficacy in learning mathematics. This study aims to analyze the learning difficulties of grade IV students of SD Muhammadiyah 1 Taman on fractional material reviewed from numeracy ability and self-efficacy. The research method used a quantitative descriptive approach involving 25 students of grade IV A. Data were collected through numeracy ability tests, Bandura scale-based self-efficacy questionnaires, and structured interviews. The results showed that students' numeracy ability was in the medium category with an average achievement of 56.8%, with dominant difficulties in the aspects of fraction comparison (42%) and mixed fraction counting operations (38%). Student self-efficacy was also moderately (62.7%), with the magnitude dimension obtaining the lowest score (56%). The Pearson correlation test showed a strong positive relationship between numeracy ability and self-efficacy (r = 0.724; p < 0.01), while regression analysis showed a 52.4% contribution to numeracy ability to self-efficacy. The results of the interviews confirmed that students better understand the concept of fractions through concrete media and contextual learning. This study recommends the application of ethnomathematics-based fractional learning model with a strategy of increasing self-efficacy through positive reinforcement and scaffolding.
Elementary Students' Difficulties in Adding Fractions: A Computational Thinking Analysis Halimah Nur Agustin; Neni Mariana; Tatag Yuli Eko Siswono; Wiryanto
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.v5i1.2753

Abstract

This study analyzes elementary students’ difficulties in understanding fraction addition through the framework of computational thinking (CT). Fractions are widely recognized as one of the most challenging mathematical concepts for young learners due to their abstract nature and multiple representations. The purpose of this study is to identify students’ specific difficulties across the four CT dimensions; decomposition, pattern recognition, abstraction, and algorithmic thinking in the context of fractional addition. The research employed a qualitative descriptive design involving 19 sixth-grade students from an elementary school in Mojokerto, Indonesia. Data were collected through classroom observations, diagnostic tests, and semi-structured interviews. Findings show that 78.9% of students struggled with abstraction, 73.7% with decomposition, 68.4% with algorithmic thinking, and 63.2% with pattern recognition. Students frequently applied whole-number reasoning, failed to identify equivalence patterns, and were unable to construct systematic solution procedures. These results indicate that students’ difficulties are multidimensional and stem from insufficient scaffolding in linking conceptual understanding with procedural fluency. The study suggests that CT-based instructional strategies can strengthen students’ structural reasoning and support deeper learning of fraction concepts.
Co-Authors Aprillia Putri Pradinar Dhesta Nurdana Puspita Endah Budi Rahaju Halimah Nur Agustin Neni Mariana Tatag Yuli Eko Siswono