Learning obstacles analysis of lowest common multiple and greatest common factor in primary school

Authors

  • Muhammad Rifqi Mahmud UIN Sunan Gunung Djati https://orcid.org/0000-0001-6369-6621
  • Turmudi Turmudi Universitas Pendidikan Indonesia
  • Wahyu Sopandi Universitas Pendidikan Indonesia
  • Siti Maryam Rohimah Universitas Pasundan
  • Inne Marthyane Pratiwi UIN Sunan Gunung Djati

DOI:

https://doi.org/10.29408/jel.v9i2.12359

Keywords:

greatest common factor, lowest common multiple, learning obstacles

Abstract

This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.

References

References

A'Yun, N. Q., & Rahmawati, I. (2018). Pengembangan media interaktif si pontar berbasis aplikasi android materi KPK dan FPB mata pelajaran matematika kelas IV SD [Development of si pontar interactive media based on android application for LCM and GCF material for grade IV elementary school mathematics]. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 6(2), 47–56. https://ejournal.unesa.ac.id/index.php/jurnal-penelitian-pgsd/article/view/23410

Ayu, S., & Nurafni. (2022). Dinamika learning loss materi KPK dan FPB di masa kebiasaan baru [The dynamics of learning loss for LCM and GCF material in the new normal period]. Jurnal BASICEDU, Research & Learning in Elementary Education, 6(4), 6097–6109. https://doi.org/10.31004/basicedu.v6i4.3158

Brousseau, G. (2002). Theory of didactical situation in mathematics. Kluwer Academic Publishers.

Desriyati. (2015). Cara lain menentukan KPK dan FPB [Another way to determine the LCM and GCF]. Jurnal Sains matematika dan Statistika, 1(1), 52–55.

Fauzan, A., Yerizon, Y., & Yulianti, D. (2020). The RME-based local instructional theory for teaching LCM and GCF in primary school. Journal of Physics: Conference Series, 1554(1), 012078. https://doi.org/10.1088/1742-6596/1554/1/012078

Hadi, S. (2016). Scaffolding dalam menyelesaikan permasalahan KPK dan FPB [Scaffolding in solving LCM and GCF problems]. Jurnal Kependidikan Dasar Islam Berbasis Sains, 1(1), 141–148. https://doi.org/10.21154/ibriez.v1i1.16

Hudoyo, H. (2000). Pengembangan kurikulum dan pembelajaran matematika [Curriculum development and mathematics learning]. Universitas Malang.

IEA. (2015). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center.

Ishartono, N., Juniati, D., & Lukito, A. (2016). Developing mathematics teaching devices in the topic of trigonometry based on the guided discovery teaching method. Journal of Research and Advances in Mathematics Education, 1(2), 154–171. https://doi.org/10.23917/jramathedu.v1i2.4827

Kemdikbud-ristek. (2022). Capaian pembelajaran mata pelajaran matematika pada kurikulum merdeka (keputusan kepala badan standar, kurikulum, dan asesmen pendidikan kementerian pendidikan, kebudayaan, riset, dan teknologi nomor 008/h/kr/2022) [Achievements in learning mathematics in the independent curriculum (Decree of the head of the standard, curriculum and education assessment body of the ministry of education, culture, research and technology number 008/h/kr/2022]. Kemdikbud-ristek.

Khairiyah, U. (2019). Respon siswa terhadap media dakon matematika materi KPK dan FPB pada siswa kelas IV di SD/MI Lamongan [Students' responses to Dakon mathematics media on LCM and GCF materials in grade IV students at SD/MI Lamongan]. Al-MURABBI: Jurnal Studi Kependidikan dan Keislaman, 5(2), 197–204. https://doi.org/10.53627/jam.v5i2.3476

Li, H., & Tsai, T. (2021). The effects of a problem-based learning intervention on primary students' performance on greatest common factor and least common multiple and on their attitudes towards mathematics. International Journal of Innovation and Learning, 31(1), 51–69. https://doi.org/10.1504/IJIL.2022.119636

Meilani, M., & Maspupah, A. (2019). Analisis kemampuan pemecahan masalah sd pada materi KPK dan FPB [Analysis of elementary problem-solving skills on LCM and GCF materials]. Journal on Education, 2(1), 25–35. https://doi.org/10.31004/joe.v2i1.264

Mufidah, A., & Fauziah, S. (2021). Kesalahan siswa dalam menyelesaikan soal cerita KPK dan FPB di sekolah dasar [Student mistakes in solving LCM and GCF story problems in elementary schools]. Jurnal Kreatif Online, 9(2), 111–118.

Rahman, A. (2018). The implementation of apiq creative mathematics game method in the subject matter of greatest common factor and least common multiple in elementary school. Journal of Physics: Conference Series, 954(1), 012011. https://doi.org/10.1088/1742-6596/954/1/012011

Rohimah, S. M. (2017). Analisis learning obstacles pada materi persamaan dan pertidaksamaan linear satu variabel [Analysis of learning obstacles in the material of one-variable linear equations and inequalities]. Jurnal Penelitian dan Pembelajaran Matematika, 10(1), 132–141. https://doi.org/10.30870/jppm.v10i1.1293

Sarosa, S. (2012). Penelitian kualitatif [Qualitative research]. Indeks.

Stacey, K. (2011). The PISA view of mathematics literacy in Indonesia. Journal on Mathematics Education, 2(2), 95–126. https://doi.org/10.22342/jme.2.2.746.95-126

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D [Quantitative, qualitative, and R&D research methods].

Suherman, E. (2003). Strategi pembelajaran matematika kontemporer [Contemporary mathematics learning strategy]. PT Remaja Rosdakarya.

Suryadi, D. (2019). Landasan filosofis penelitian desain didaktis [The philosophical foundation of didactic design research]. Gapura Press.

Sutarto. (2021). Fourth-grade primary school students’ misconception on greatest common factor and least common multiple (Vol. 6581653). Education Research International. https://doi.org/10.1155/2021/6581653

Yeni, E. M. (2015). Kesulitan belajar matematika di sekolah dasar [Difficulty learning mathematics in elementary school]. Jurnal Pendidikan Dasar, 2(2), 1–10.

Yensy, N. A. (2020). Metode alternatif menentukan KPK dan FPB suatu bilangan bulat dengan menggunakan alat peraga [An alternative method of determining LCM and GCF is an integer using props]. PENDIPA Journal of Science Education, 4(2), 107–114. https://doi.org/10.33369/pendipa.4.2.107-114

Downloads

Published

31-07-2023

How to Cite

Mahmud, M. R., Turmudi, T., Sopandi, W., Rohimah, S. M., & Pratiwi, I. M. (2023). Learning obstacles analysis of lowest common multiple and greatest common factor in primary school. Jurnal Elemen, 9(2), 440–449. https://doi.org/10.29408/jel.v9i2.12359

Issue

Section

Articles

Similar Articles

<< < 2 3 4 5 6 7 8 9 10 11 > >> 

You may also start an advanced similarity search for this article.