• https://theoejwilson.com/
  • santuy4d
  • mariatogel
  • santuy4d
  • garuda slot
  • garudaslot
  • https://edujournals.net/
  • nadimtogel
  • https://mitrasehatjurnal.com/
  • slot gacor hari ini
  • g200m
  • https://perpustakaan.stpreinha.ac.id/mahasiswa/
  • https://www.lml.stpreinha.ac.id/lab/
  • https://cursosvirtuales.icip.edu.pe/nice/
  • slot resmi
    • Students’ Prior Knowledge as an Ontogenic Obstacle on the Topic of Ratio and Proportion | Wahyuningrum | Jurnal Pendidikan Matematika

    Students’ Prior Knowledge as an Ontogenic Obstacle on the Topic of Ratio and Proportion

    Ayunda Sri Wahyuningrum, Didi Suryadi, Turmudi Turmudi

    Abstract


    This study aims to investigate students’ prior knowledge as an obstacle when learning ratio and proportion concept. The study uses an interpretive paradigm which is part of Didactical Design Research. Eighth graders who had learned about ratio and proportion participated in this study. The analysis was carried out qualitatively based on the data from the students’ answers and interviews on their answers when solving ratio and proportion problems to identify learning obstacle, especially ontogenic obstacle regarding the students’ prior knowledge. The result of this study indicates that prior knowledge is one of the ontogenic obstacle in teaching and learning of ratio and proportion. It can be found from their learning experience in understanding the concept. In conclusion, investigating students' prior knowledge is essential for the effectiveness of teaching and learning of ratio and proportion. It is important to overcome ontogenic obstacles and to understand how to activate students’ prior knowledge using the right or appropriate methods when learning ratio and proportion.


    Keywords


    Prior Knowledge; Ontogenic Obstacle; Ratio and Proportion

    Full Text:

    PDF

    References


    Ahl, L. M. (2019). Designing a Research-based Detection Test for Eliciting Students’ Prior Understanding on Proportional Reasoning. Adults Learning Mathematics: An International Journal, 14(1), 6–22. https://files.eric.ed.gov/fulltext/EJ1232385.pdf

    Anderson, J. R. (2015). Cognitive Psychology and Its Implications. Eighth Edition. USA: Worth Publisher.

    Andini, W., & Jupri, A. (2017). Student Obstacles in Ratio and Proportion Learning. Journal of Physics: Conference Series, 812 012048. https://doi.org/10.1088/1742-6596/812/1/012048

    Arican, M. (2016). Preservice Middle and High School Mathematics Teachers’ Strategies when Solving Proportion Problems. International Journal of Science and Mathematics Education, 16(2), 315–335. https://doi.org/10.1007/s10763-016-9775-1

    Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (Second Edition). New York: Holt, Rinehart and Winston.

    Ben-Chaim, D., Keret, Y., & Ilany, B. (2012). Ratio and Proportion, Research and Teaching in Mathematics Teachers’ Education (Pre- and In-service Mathematics Teachers of Elementary and Middle School Classes). Rotterdam: Sense Publisher.

    Bingolbali, E., Akkoc, H., Ozmantar, M. F., & Demir, S. (2011). Pre-service and In-service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. International Electronic Journal of Mathematics Education, 6(1), 40–59. https://doi.org/https://doi.org/10.29333/iejme/260

    Bintara, I. A., & Suhendra. (2021). Analysis toward Learning Obstacles of Junior High School Students on the Topic of Direct and Inverse Proportion. Journal of Physics: Conference Series, 1882 01208. https://doi.org/10.1088/1742-6596/1882/1/012083

    Bock, D. D., Dooren, W. V., & Verschaffel, L. (2015). Students’ Understanding of Proportional, Inverse Proportional, and Affine Functions: Two Studies on the Role of External Representations. International Journal of Science and Mathematics Education, 13, 47–69. https://doi.org/10.1007/S10763-013-9475-Z

    Brousseau, G. (2002). Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer Academic Publisher.

    Cesaria, A., & Herman, T. (2019). Learning Obstacle in Geometry. Journal of Engineering Science and Technology, 14(3), 1271–1280.

    Cetin, H., & Artekin, E. (2011). The Relationship between Eighth Grade Primary School Students’ Proportional Reasoning Skills and Success in Solving Equations. International Journal of Instruction, 4(1), 47–62.

    Cortina, J. L., Visnovska, J., & Zuniga, C. (2014). Equipartition as a Didactical Obstacle in Fraction Instruction. Acta Didactica Universitatis Comenianae Mathematics, 14(1), 1–18. https://doi.org/10.1007/s13394-013-0112-5

    Dochy, F. J. R. C., & Alexander, P. A. (1995). Mapping Prior Knowledge: A Framework for Discussion among Researchers. European Journal of Psychology of Education, 10(3), 225–242. https://doi.org/10.1007/BF03172918

    Glogger-Frey, I., Deutscher, M., & Renkl, A. (2018). Student Teachers’ Prior Knowledge as Prerequisite to Learn How to Assess Pupils’ Learning Strategies. Teaching and Teacher Education, 30, 227–241. https://doi.org/10.1016/j.tate.2018.01.012

    Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 72(5). https://doi.org/10.5688/aj7205113

    Hardi, J., Hudiono, B., & Mirza, A. (2013). Description of students' understanding of comparative problems and solution strategies in solving them [in Bahasa]. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 2(5), 1–11. https://doi.org/http://dx.doi.org/10.26418/jppk.v2i5.1987

    Hutapea, M. L., Suryadi, D., & Nurlaelah, E. (2015). Analysis of Students’ Epistemological Obstacles on the Subject of Pythagorean Theorem. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 1–10. https://doi.org/10.18269/jpmipa.v20i1.555

    Jiang, C., Hwang, S., & Cai, J. (2014). Chinese and Singaporean Sixth-grade Students’ Strategies for Solving Problems about Speed. Educational Studies in Mathematics, 87(1), 27–50. https://doi.org/10.1007/s10649-014-9559-x

    Karli, M. G., & Yildiz, E. (2022). Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems. Journal of Qualitative Research in Education, 22(29), 111–148. https://doi.org/10.14689/enad.29.5

    Kivunja, C., & Kuyini, A. B. (2017). Understanding and Applying Research Paradigms in Educational Contexts. International Journal of Higher Education, 6(5), 26–41. https://doi.org/10.5430/ijhe.v6n5p26

    Lamon, S. J. (1993). Ratio and Proportion: Connecting Content and Children’s Thinking. Journal for Research in Mathematics Education, 24(1), 41–61. https://doi.org/10.2307/749385

    Ministry of Education and Culture. (2014). Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 58 of 2014 concerning the 2013 Curriculum for Junior High Schools/Madrasah Tsanawiyah [in Bahasa].

    Misailidou, C., & Williams, J. (2003). Children’s Arguments in Discussion of a “Difficult” Ratio Problem: The Role of a Pictorial Representation. Proceedings of the 3rd Conference of the European Society for Research in Mathematics Education (CERME3). Bellaria, Italia.

    Ojose, B. (2015). Proportional Reasoning and Related Concepts: Analysis of Gaps and Understandings of Middle Grade Students. Universal Journal of Educational Research, 3(2), 104–112. https://doi.org/10.13189/ujer.2015.030206

    Pi?kin-Tunç, M., & Sultan-Gündo?du, N. (2022). Middle School Students’ Views about STEM Activities Used in Teaching Ratio and Proportion. Bart?n University Journal of Faculty of Education, 10(3), 647–662. https://doi.org/10.14686/buefad.1095364

    Raharjanti, M., Nusantara, T., & Mulyati, S. (2016). Student Errors in Solving Problems of Comparison of Worth and Reverse Value [in Bahasa]. Proceedings of the Konferensi Nasional Penelitian Matematika Dan Pembelajarannya (KNPMP I) Universitas Muhammadiyah Surakarta, March, 312–319.

    Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving. Journal of Educational Psychology, 101(4), 836–852. https://doi.org/10.1037/a0016026

    Ruli, R. M., Priatna, N., Sufyani, P., & Endang, M. (2018). Analysis Learning Obstacle on Quadratic Function Topic. International Journal of Information and Education Technology, 8(9), 681–684. https://doi.org/10.18178/ijiet.2018.8.9.1122

    Shanty, N. O., Hartono, Y., Putri, R. I. I., & De Haan, D. (2011). Design Research on Mathematics Education: Investigating the Progress of Indonesian Fifth Grade Students’ Learning on Multiplication of Fractions with Natural Numbers. Journal on Mathematics Education, 2(2), 147–162. https://doi.org/10.22342/jme.2.2.749.147-162

    Sidik, G. S., Suryadi, D., & Turmudi, T. (2021). Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking. Education Research International, 2021. https://doi.org/10.1155/2021/5935179

    Solomon, A. (1987). Proportion: Interraltions and Meaning in Mathematics. For the Learning of Mathematics, 7(1), 14–22.

    Suryadi, D. (2013). Didactical Design Research (DDR) in the Development of Mathematics Learning [in Bahasa]. Proceedings of the Seminar Nasional Pendidikan Matematika, Vol. 1. Cimahi: Program Studi Pendidikan Matematika, STKIP Siliwangi Bandung.

    Thanh, N. C., & Thanh, T. T. L. (2015). The Interconnection between Interpretivist Paradigm and Qualitative Methods in Education. American Journal of Educational Science, 1(2), 24–27.

    Thurn, C., Nussbaumer, D., Schumacher, R., & Stern, E. (2022). The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning. Journal of Intelligence, 10(2), 1–27. https://doi.org/10.3390/jintelligence10020031

    Ültan?r, E. (2012). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195–212.

    Valverde, G., & Castro, E. (2012). Prospective Elementary School Teachers’ Proportional Reasoning. PNA, 7(1).

    Van de Walle, J. A. (2008). Elementary and Middle School Mathematics, Volume 2, Sixth Edition [in Bahasa]. Jakarta: Erlangga.

    Wahyuningrum, A. S., Suryadi, D., & Turmudi. (2017). Epistemological Obstacles on the Topic of Ratio and Proportion among Junior High School Students. Journal of Physics: Conference Series, 895 012066. https://doi.org/10.1088/1742-6596/895/1/012066

    Wahyuningrum, A. S., Suryadi, D., & Turmudi, T. (2019). Learning Obstacles among Indonesian Eighth Graders on Ratio and Proportion. Journal of Physics: Conference Series, 1320 01204. https://doi.org/10.1088/1742-6596/1320/1/012046

    Wijaya, A. (2017). The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions: A snapshot of TIMSS results. International Journal of Instruction, 10(4), 221–236. https://doi.org/10.12973/iji.2017.10413a

    Yee, L. P. (2007). Teaching Primary School Mathematics: A Resource Book. Singapore: McGrawHill education.

    Yuksel, I. (2012). Activating Students’ Prior Knowledge: The Core Strategies. World Applied Sciences Journal, 20(8), 1197–1201. https://doi.org/10.5829/idosi.wasj.2012.20.08.473




    DOI: https://doi.org/10.22342/jpm.17.1.18866.55-68

    Jurnal Pendidikan Matematika
    Department of Master Program on Mathematics Education
    Faculty of Teacher Training and Education
    Sriwijaya University, Palembang, Indonesia
    Kampus FKIP Bukit Besar
    Jl. Srijaya Negara, Bukit Besar
    Palembang - 30139 Indonesia
    email: jpm@unsri.ac.id
    p-ISSN: 1978-0044; e-ISSN: 2549-1040

    Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    View JPM Stats  

    Indexed in: