A local instructional theory for learning the concept of arithmetic sequence through pocah piring game
The nth-term formula is an arithmetic sequence subtopic that contributes significantly to explaining the fundamental concept of an arithmetic sequence. This study aimed to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) to find the nth-term formula in an ari...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2025-07-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/29672 |
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| author | Dhea Anisah Putri Zulkardi Ely Susanti Meryansumayeka |
| author_facet | Dhea Anisah Putri Zulkardi Ely Susanti Meryansumayeka |
| author_sort | Dhea Anisah Putri |
| collection | DOAJ |
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The nth-term formula is an arithmetic sequence subtopic that contributes significantly to explaining the fundamental concept of an arithmetic sequence. This study aimed to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) to find the nth-term formula in an arithmetic sequence through the Pocah Piring game. This study was conducted on eighth-grade students in Palembang, Indonesia. This study used educational design research with a validation study, starting with a preliminary design, design experiments, and retrospective analysis. The learning trajectory in this study begins with rich circumstances that require mathematical reasoning rather than abstraction or exact definitions. Three structured learning activities integrating the Pocah Piring game were applied to help the students explore the concept of an arithmetic sequence. To effectively teach arithmetic sequences, instruction should progress from concrete representations, such as physical manipulatives and visual patterns that help students recognise sequential structures, to more abstract forms, including symbolic expressions and general formulas. The developed LIT accurately predicted students’ thinking throughout the learning process, supporting their progression toward the intended learning objectives. Teachers are encouraged to use the LIT derived from this study to guide instruction and design alternative learning pathways when teaching arithmetic sequences.
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| format | Article |
| id | doaj-art-08ebc474f56b4021aa740e47737aaddb |
| institution | DOAJ |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2025-07-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-08ebc474f56b4021aa740e47737aaddb2025-08-20T03:22:19ZindUniversitas HamzanwadiJurnal Elemen2442-42262025-07-0111310.29408/jel.v11i3.2967236958A local instructional theory for learning the concept of arithmetic sequence through pocah piring gameDhea Anisah Putri0https://orcid.org/0009-0004-5297-5560Zulkardi1https://orcid.org/0000-0002-6848-7519Ely Susanti2https://orcid.org/0000-0001-7871-5442Meryansumayeka3https://orcid.org/0000-0002-1958-7986Sriwijaya UniversitySriwijaya UniversitySriwijaya UniversitySriwijaya University The nth-term formula is an arithmetic sequence subtopic that contributes significantly to explaining the fundamental concept of an arithmetic sequence. This study aimed to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) to find the nth-term formula in an arithmetic sequence through the Pocah Piring game. This study was conducted on eighth-grade students in Palembang, Indonesia. This study used educational design research with a validation study, starting with a preliminary design, design experiments, and retrospective analysis. The learning trajectory in this study begins with rich circumstances that require mathematical reasoning rather than abstraction or exact definitions. Three structured learning activities integrating the Pocah Piring game were applied to help the students explore the concept of an arithmetic sequence. To effectively teach arithmetic sequences, instruction should progress from concrete representations, such as physical manipulatives and visual patterns that help students recognise sequential structures, to more abstract forms, including symbolic expressions and general formulas. The developed LIT accurately predicted students’ thinking throughout the learning process, supporting their progression toward the intended learning objectives. Teachers are encouraged to use the LIT derived from this study to guide instruction and design alternative learning pathways when teaching arithmetic sequences. https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/29672local instructional theoryrealistic mathematics educationarithmetic sequencelearning trajectorypocah piring gameeducational design research |
| spellingShingle | Dhea Anisah Putri Zulkardi Ely Susanti Meryansumayeka A local instructional theory for learning the concept of arithmetic sequence through pocah piring game Jurnal Elemen local instructional theory realistic mathematics education arithmetic sequence learning trajectory pocah piring game educational design research |
| title | A local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| title_full | A local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| title_fullStr | A local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| title_full_unstemmed | A local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| title_short | A local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| title_sort | local instructional theory for learning the concept of arithmetic sequence through pocah piring game |
| topic | local instructional theory realistic mathematics education arithmetic sequence learning trajectory pocah piring game educational design research |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/29672 |
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