Mr. Zulkardi's scientific contributions

Citations

... It was inline with the study conducted by Gunawan, Putri, and Zulkardi (2017) saying that students were more enthusiastic and active during the learning that used the sports context in Asian Games. Also, the learning that used the sports context in Asian Games could be a bridge of students' thinking and helped students to understand the materials with more meaningful experience and fun learning (Nasution, Putri, & Zulkardi, 2018;Rahayu, Putri, & Zulkardi, 2017). ...
... From this perspective, the current study sheds light on mathematics teachers' knowledge for teaching fractions through representations, more specifically, the addition of fractions that stays an essential prerequisite to the other three operations (i.e., subtraction, multiplication, and division) (Abbas, Shahrill, & Prahmana, 2020). As reported in the literature, on one side, research concerning fractions has mostly focused on students' understanding (e.g., Dhlamini & Kibirige, 2014;Gabriel et al., 2013;Gunawan, Putri, & Zulkardi, 2017), while limited studies highlighted teachers' knowledge (Copur-Gencturk, 2021;Ribeiro & Jakobsen, 2012). On the other side, although multiple studies have sharpened issues of teaching fractions, they primarily concentrated on the division operation (Ma, 1999;Newton, 2008;Olanoff, Lo, & Tobias, 2014). ...
... It's reflected from results and comments from expert review, students' understanding about solving the problem which had given [15][16][17], most of the students solve the problem and involved themselves on discussion, arguments and communicate their opinion about the solution [13,18,19] Another addition, the student felt happy about the context which had given, it is interesting because they never thought that Javanese calendar which familiar to them in daily basis had mathematics literacy and intertwined with lessons they had learned. This context help them found meaningful lesson about mathematics in appreciation of the Indonesian culture [6,[20][21][22]. ...
... The students also said that developed problems could help them improve their mathematical thinking. The use of context in mathematics learning was very important because it could present the abstract mathematical problems to the form of representation that was easily understood by students Fajriyah, et al. 2017;Yansen, et al. 2019). ...