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(RE)CONCEPTUALIZING LINEAR EQUATIONS: A SNAPSHOT FROM TEACHING AND LEARNING IN INDONESIA

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 3 (2025) · hlm. 1205–1226

DOI
10.22437/jiituj.v9i3.37450
ISSN
2580-2259, 2580-2240
Terbit
2025-08-25
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study aimed to describe the zone of concept image differences in linear equations in one variable and analyze its potential impact on mathematics learning. This research was qualitative and followed a phenomenological approach. Mathematical praxeology was used to analyze the content of the knowledge to be taught (Indonesian curriculum). In contrast, didactic praxeology was used to analyze the teaching methods involved in the taught knowledge (teacher). This study explores information obtained from human and non-human sources. The object of the study was a seventh-grade mathematics textbook used in Indonesian middle schools, which refers to the Merdeka curriculum. The results showed differences in concept image between scholarly knowledge, knowledge to be taught, and knowledge regarding the topic of linear equations in one variable. Teachers failed to understand the information provided in the mathematics textbook that the equal sign in the concept of a linear equation in one variable represents a quantitative equation, meaning the expression on the left side of the equal sign is equal to the expression on the right side of the equal sign. This research presents an alternative praxeological reference model as an implication for the field of education in Indonesia, allowing students to generate new knowledge as justified true belief independently. Policymakers can also utilize the model to design linear equations in one variable materials that are more aligned with students' abilities by providing a structured approach that takes into account the students' prior knowledge and learning pace.

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  • Indonesia University of Education
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  • Universitas Muhammadiyah Kuningan
  • Universitas Majalengka
  • State University of Medan
  • Sultan Ageng Tirtayasa University
  • IKIP Siliwangi
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Rekan penulisOrganisasiArtikel bersama
Tatang HermanIndonesia University of Education7
Jarnawi Afgani DahlanIndonesia University of Education6
Dadan DasariIndonesia University of Education6
Turmudi TurmudiIndonesia University of Education5
Darhim DarhimIndonesia University of Education5
Wahyudin WahyudinTadulako University4
Uba UmbaraUniversitas Muhammadiyah Kuningan4
Dadang JuandiIndonesia University of Education4
Mohamad Gilar JatisundaUniversitas Majalengka3
Elah NurlaelahIndonesia University of Education3
Nadiatun FirdaIndonesia University of Education2
Didi SuryadiAfiliasi tidak diketahui2
Yaya Sukjaya KusumahIndonesia University of Education2
Nadya Syifa UtamiAfiliasi tidak diketahui2
Krida Singgih KuncoroUniversity of Sarjanawiyata Tamansiswa2
E. Elvis NapitupuluState University of Medan1
Abdul FatahSultan Ageng Tirtayasa University1
Jozua SabandarIndonesia University of Education1
Wahyu HidayatIKIP Siliwangi1
Ririn SispiyatiIndonesia University of Education1
Kin Eng ChinEdith Cowan University1
Lina NurhayatiIndonesia University of Education1
Tri Nova Hasti YuniantaSatya Wacana Christian University1
Isnarto -Afiliasi tidak diketahui1
Takashi ItohGunma University1
Atika Defita SariIndonesia University of Education1
Agus HendriyantoIndonesia University of Education1
Riyan HidayatUniversiti Putra Malaysia1
Yousef WardatHigher Colleges of Technology1
Sani SaharaIndonesia University of Education1
Lukman Hakim MuhaiminIndonesia University of Education1
Wilda Syam TonraAfiliasi tidak diketahui1
Endang Cahya MulyaningAfiliasi tidak diketahui1
KusnandiAfiliasi tidak diketahui1
Pujia Siti BalkistUniversitas Muhammadiyah Sukabumi1
Edi IrawanUniversitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">(RE)CONCEPTUALIZING LINEAR EQUATIONS: A SNAPSHOT FROM TEACHING AND LEARNING IN INDONESIA</dc:title>
	<dc:creator xml:lang="en">Fardian, Dilham</dc:creator>
	<dc:creator xml:lang="en">Suryadi, Didi</dc:creator>
	<dc:creator xml:lang="en">Prabawanto, Sufyani</dc:creator>
	<dc:creator xml:lang="en">Jupri, Al</dc:creator>
	<dc:subject xml:lang="en">Anthropological Theory of the Didactic</dc:subject>
	<dc:subject xml:lang="en">Concept Image</dc:subject>
	<dc:subject xml:lang="en">Mathematics Education</dc:subject>
	<dc:subject xml:lang="en">Praxeology</dc:subject>
	<dc:description xml:lang="en">This study aimed to describe the zone of concept image differences in linear equations in one variable and analyze its potential impact on mathematics learning. This research was qualitative and followed a phenomenological approach. Mathematical praxeology was used to analyze the content of the knowledge to be taught (Indonesian curriculum). In contrast, didactic praxeology was used to analyze the teaching methods involved in the taught knowledge (teacher). This study explores information obtained from human and non-human sources. The object of the study was a seventh-grade mathematics textbook used in Indonesian middle schools, which refers to the Merdeka curriculum. The results showed differences in concept image between scholarly knowledge, knowledge to be taught, and knowledge regarding the topic of linear equations in one variable. Teachers failed to understand the information provided in the mathematics textbook that the equal sign in the concept of a linear equation in one variable represents a quantitative equation, meaning the expression on the left side of the equal sign is equal to the expression on the right side of the equal sign. This research presents an alternative praxeological reference model as an implication for the field of education in Indonesia, allowing students to generate new knowledge as justified true belief independently. Policymakers can also utilize the model to design linear equations in one variable materials that are more aligned with students' abilities by providing a structured approach that takes into account the students' prior knowledge and learning pace.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-08-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/37450</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i3.37450</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025; 1205-1226</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/37450/21955</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Dilham Fardian, Didi Suryadi, Sufyani Prabawanto, Al Jupri</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>