BRIDGING OF ARITHMETIC AND ALGEBRA: A RELATIONAL LOCAL INSTRUCTIONAL THEORY
Kata Kunci:
arithmetic bridge, didactical design research, e-module, equal sign, learning trajectoryAbstrak
The transition from arithmetic to algebra is a critical phase in mathematics learning that often gives rise to misconceptions, particularly regarding the meaning of the equal sign. This study aims to build a conceptual bridge connecting basic arithmetic understanding with early algebraic ideas through the implementation of an e-module based on a didactic approach. The study used the Didactic Design Research (DDR) method. The design of the “Jembatan Aritmatika (Arithmetic Bridge)†e-module was developed based on a learning trajectory specifically designed as a solution to learning obstacles identified in the initial analysis stage, particularly in understanding the concept of equality and the use of mathematical symbols. This study involved 25 fifth-grade students at an elementary school in East Java. Data were collected through pre-tests and post-tests, questionnaires, and interviews. The results showed that this e-module was able to encourage a shift in students' thinking from explicit counting strategies to a relational understanding of the equal sign. Students began to apply representational and relational approaches in solving contextual problems involving simple systems of equations. These findings contribute to the development of a conceptual learning trajectory and emphasize the importance of systematic didactic interventions to improve algebraic literacy from an early age.
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