Analysis of Mathematics Learning Difficulties in V Graders of Elementary School of Fraction Material in Terms of Students' Cognitive Level

Authors

  • Putri Puspitasari UIN Sunan Kalijaga Yogyakarta
  • Aninditya Sri Nugraheni UIN Sunan Kalijaga Yogyakarta
  • Mulyani Mulyani UIN Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.18592/aladzkapgmi.v12i2.7362

Keywords:

difficulties, mathematics, fraction

Abstract

This study aims to analyze the difficulties in learning mathematics in V graders of elementary school in terms of students' cognitive level. This study uses qualitative methods which took class V as subjects based on the classification of high subjects, medium subjects and low subjects. The data taken through learning outcomes, interviews and documentation. The results in this research can be concluded that (1) high subjects (AA) and (NF) do not meet all indicators of difficulty, this is evidenced that high subjects (AA) and (NF) don’t have any difficulty in understanding concepts, principles or formulas and in solving fraction problems. (2) Medium subjects (LU) and (YL) did not meet the two indicators of difficulty. It can be seen they don’t have any difficulty in understanding concepts and applying fractional principles, but they have problems in solving fractional problems in the form of stories. (3) Low subjects (MN) and (BA) fulfill all indicators of difficulty in learning mathematics fraction material by experiencing difficulties in understanding fraction concepts, fraction principles and solving fraction problems. Teachers can implement fun learning if they recognize students' characters and learning styles, use appropriate media or teaching materials, start and end learning with something interesting and fun.

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Published

2022-12-31

How to Cite

Puspitasari, P., Nugraheni, A. S., & Mulyani, M. (2022). Analysis of Mathematics Learning Difficulties in V Graders of Elementary School of Fraction Material in Terms of Students’ Cognitive Level. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 12(2), 90–98. https://doi.org/10.18592/aladzkapgmi.v12i2.7362

Issue

Vol. 12 No. 2 (2022): JULY - DECEMBER

Section

Articles

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