Analysis of Integer Concept Understanding by Prospective Elementary School Teachers: Implications for Elementary Mathematics Teaching

Gusti Ngurah Sastra Agustika, I Nyoman Laba Jayanta, Dewi Anzelina

Abstract


Mathematics is an essential subject in elementary education, with integers playing a key role as the foundation for more complex mathematical concepts. However, many students struggle to understand integers, particularly negative numbers and their operations. This study aims to analyze how prospective elementary school teachers represent the concept of integers and develop effective teaching strategies. A qualitative descriptive approach was employed, involving 12 prospective teachers divided into three groups based on their understanding of integers. The primary instrument used was the modified Content Representation (CoRe) to evaluate how these prospective teachers represent and teach integers. The results indicate that most prospective teachers have a good grasp of basic integer concepts and frequently use number lines as a visual aid. However, some teachers still face difficulties in explaining negative numbers and their operations. The use of technology, such as interactive applications and educational videos, was recognized as an effective strategy for improving students' understanding. This study concludes that developing pedagogical skills in prospective teachers, particularly in teaching integers, is crucial to enhancing the quality of mathematics instruction at the elementary level.


Keywords


Integers; Content Representation; Pedagogical Content Knowledge; Prospective Teachers; Mathematics Teaching

Full Text:

PDF

References


Amaliyah, Aam, Hasanah Dwi Wahyuni, Shinta Anjani Nura, and Nurul Sahidah. 2022. “Analysis Of Student’s Ability In Completing Operations Of Summary And Reduction Of Integer Numbers.” PROGRES PENDIDIKAN 3(2):108–11. doi: 10.29303/prospek.v3i2.249.

Amini, Mutia, Fachri Helmanto, and Arif Hidayat. 2020. “Number Lines in Learning Mathematic Integer at the Upper Level.” ETUDE: Journal of Educational Research 1(1):19–25. doi: 10.56724/etude.v1i1.37.

Amoah, Charles Agyei, Samuel Dontoh, Augustine Adjei, and Barnabas Addai Amanfo. 2020. “Teachers’ Strategies for Managing Adolescent Students with Maladaptive Behaviours in Ghana.” International Journal of Scientific Research and Management 8(05):1312–33. doi: 10.18535/ijsrm/v8i05.el01.

Anisa, Yuan, Muhammad Hafiz, and Fadhillah Azmi. 2023. “The Potential of YouTube as a Source of Mathematics Learning Education.” Asian Research Journal of Mathematics 19(12):1–8. doi: 10.9734/arjom/2023/v19i12767.

Arifin, Iman. 2021. “Peningkatan Hasil Belajar Siswa Kelas Vii Smp Wirautama Patrol Pada Materi Bilangan Bulat Menggunakan Model Pembelajaran Contextual Teaching Learning (CTL).” EDUCATOR : Jurnal Inovasi Tenaga Pendidik Dan Kependidikan 1(2):133–38. doi: 10.51878/educator.v1i2.724.

Cherubini, Lorenzo. 2020. “A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development.” Journal of Advances in Education Research 5(2). doi: 10.22606/jaer.2020.52003.

Chrisnaji Banindra Yudha, Risky Dwiprabowo, and Budiono. 2022. “DEVELOPMENT OF EVALUATION TOOLS USING QUIZIZZ APPLICATION IN MATHEMATICS.” Jurnal Pendidikan Dan Kebudayaan (JURDIKBUD) 2(2):134–47. doi: 10.55606/jurdikbud.v2i2.269.

Dewi, Santi Ratna, and Haryanto Haryanto. 2019. “Pengembangan Multimedia Interaktif Penjumlahan Pada Bilangan Bulat Untuk Siswa Kelas IV Sekolah Dasar.” Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran 9(1):9. doi: 10.25273/pe.v9i1.3059.

Fitrianawati, Meita, Mukti Sintawati, Marsigit Marsigit, and Endah Retnowati. 2020. “Pedagogical Content Knowledge of Mathematics Student-Teachers in Developing Ethnomathematics-Based Lesson Plans.” Ethnomathematics Journal 1(1):1–12. doi: 10.21831/ej.v1i1.27759.

Fossa, John. 2023. “Some Considerations Concerning the Teaching of Negative Numbers.” REMATEC 18(43):e2023024. doi: 10.37084/REMATEC.1980-3141.2023.n43.pe2023024.id502.

Fuadiah, Nyiayu Fahriza, Didi Suryadi, and Turmudi Turmudi. 2019. “Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding: A Case Study on Negative Integers.” International Journal of Instruction 12(1):407–24. doi: 10.29333/iji.2019.12127a.

Lannin, John K., Delinda van Garderen, and Jessica Kamuru. 2020. “Building a Strong Conception of the Number Line.” Mathematics Teacher: Learning and Teaching PK-12 113(1):18–24. doi: 10.5951/MTLT.2019.0061.

Lee, Hea-Jin, Chaereen Han, Hee-jeong Kim, and Leah Herner-Patnode. 2021. “Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design.” Sustainability 13(21):11813. doi: 10.3390/su132111813.

Loughran, John, Amanda Berry, and Pamela Mulhall. 2012. Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. edited by J. Loughran, A. Berry, and P. Mulhall. Rotterdam: SensePublishers.

MacMillan, J. H., and S. Schumacher. 2001. Research in Education. A Conceptual Introduction. 5th Edition. Boston: Longman.

Mahmuda, Adzra Afifah, Maylinda Dwi Astuti, Akmal Hisyam Mikdadi, Achmad Ryan Ma’sum Saputra, and Darmadi Darmadi. 2021. “ANALISIS KESULITAN DALAM PEMBELAJARAN MATEMATIKA MENGENAI MATERI BILANGAN BULAT DI KALANGAN SD PADA MASA PANDEMI.” Jurnal Review Pendidikan Dan Pengajaran 4(1):90–96. doi: 10.31004/jrpp.v4i1.1827.

Moh’d, Salma Saleh, Jean Uwamahoro, Nzotungicimpaye Joachim, and John Aluko Orodho. 2021. “Assessing the Level of Secondary Mathematics Teachers’ Pedagogical Content Knowledge.” Eurasia Journal of Mathematics, Science and Technology Education 17(6):1–11. doi: 10.29333/ejmste/10883.

Moh’d, Salma Saleh, Jean Uwamahoro, and John Aluko Orodho. 2022. “Analysis of Mathematics Lesson Planning Framed by the Teachers’ Pedagogical Content Knowledge.” European Journal of Educational Research 11(2):1161–82. doi: 10.12973/eu-jer.11.2.1161.

Neureiter, Daniel, Eckhard Klieser, Bettina Neumayer, Paul Winkelmann, Romana Urbas, and Tobias Kiesslich. 2020. “

Feasibility of Kahoot! As a Real-Time Assessment Tool in (Histo-)Pathology Classroom Teaching

.” Advances in Medical Education and Practice Volume 11:695–705. doi: 10.2147/AMEP.S264821.

Pratama, Loviga Denny, Evi Faizah, and Minggar Putra Dea Ramadhan. 2022. “Kahoot: Is It Efective for Online Learning in Indonesia?” SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) 6(1):35–49. doi: 10.33627/sm.v6i1.719.

Rahmansyah, Bagus, and Warli Warli. 2023. “Studi Komparasi Penggunaan Multimedia Powerpoint Dan Video Animasi Dalam Meningkatkan Pemahaman Konsep Bilangan Bulat Pada Siswa SMP.” TEACHING AND LEARNING JOURNAL OF MANDALIKA (TEACHER) e- ISSN 2721-9666 4(2):97–102. doi: 10.36312/teacher.v4i2.2129.

Sarıca, Rabia, and Bayram Çetin. 2020. “The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers.” Acta Educationis Generalis 10(3):1–33. doi: 10.2478/atd-2020-0018.

Shulman, Lee. 1987. “Knowledge and Teaching:Foundations of the New Reform.” Harvard Educational Review 57(1):1–23. doi: 10.17763/haer.57.1.j463w79r56455411.

Shulman, Lee S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15(2):4–14. doi: 10.3102/0013189X015002004.

Sidik, Geri Syahril, and Agus Ahmad Wakih. 2020. “KESULITAN BELAJAR MATEMATIK SISWA SEKOLAH DASAR PADA OPERASI HITUNG BILANGAN BULAT.” NATURALISTIC : Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran 4(1):461–70. doi: 10.35568/naturalistic.v4i1.633.

Suson, Roberto, Christna Baratbate, Wilfredo Anoos, Eugenio Ermac, Amelia Girly Aranas, Nolasco Malabago, Narcisan Galamiton, and Dennis Capuyan. 2020. “Differentiated Instruction for Basic Reading Comprehension in Philippine Settings.” Universal Journal of Educational Research 8(9):3814–24. doi: 10.13189/ujer.2020.080904.

Sutherland, Marah, David Furjanic, Joanna Hermida, and Ben Clarke. 2024. “Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations.” Intervention in School and Clinic 59(3):158–64. doi: 10.1177/10534512231156869.

Wessman-Enzinger, Nicole M., and Jennifer M. Tobias. 2022. “The Dimensions of Prospective Elementary and Middle School Teachers’ Problem Posing for Integer Addition and Subtraction.” Journal of Mathematics Teacher Education 25(1):1–33. doi: 10.1007/s10857-020-09477-x.

Widodo, A. 2017. “Teacher Pedagogical Content Knowledge (PCK) and Students’ Reasoning and Wellbeing.” Journal of Physics: Conference Series 812(1):012119. doi: 10.1088/1742-6596/812/1/012119.

Yanala, Novrianus Christian, Hamzah B. Uno, and Abas Kaluku. 2021. “Analisis Pemahaman Konsep Matematika Pada Materi Operasi Bilangan Bulat Di SMP Negeri 4 Gorontalo.” Jambura Journal of Mathematics Education 2(2):50–58. doi: 10.34312/jmathedu.v2i2.10993.

Yanuarto, Wanda Nugroho, and Putri Dinda Hastinasyah. 2023. “Gamification: Quizizz in Mathematical Game Learning for Secondary Students.” Indonesian Journal of Mathematics Education 5(2):64. doi: 10.31002/ijome.v5i2.6588.

Yilmaz, Aysenur, Didem Akyuz, and Michelle Stephan. 2019. “Middle Grade Students’ Evoked Concept Images of Number Line Models and Their Calculation Strategies with Integers Using These Models.” International Journal of Education in Mathematics, Science and Technology 93–115. doi: 10.18404/ijemst.509292.




DOI: http://dx.doi.org/10.30829/jai.v14i2.26036

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Gusti Ngurah Sastra Agustika, I Nyoman Laba Jayanta, Dewi Anzelina

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://jurnal.uinsu.ac.id/index.php/analytica/ 
 
Publisher:
Program Pascasarjana
Universitas Islam Negeri Sumatera Utara