Yoppy Wahyu Purnomo, Salma Salsabila Ardhana, Nawang Sulistyani, Siti Maryatul Kiptiyah
This study aims to determine the epistemological and didactical characteristics, develop an effective didactical design for teaching Greatest Common Factor (GCF) and Least Common Multiple (LCM), and evaluate how its implementation leads to changes in students’ scientific knowledge. The study involved 24 fifth-grade students’ (10 males and 14 females) aged 10–11 years from a public elementary school in Bantul Regency, Yogyakarta, Indonesia. Data sources were collected using tests on students, interviews with students’ and teacher, observation, and documentation. The data analysis was mainly internal and carried out by confronting a priori and a posteriori analyses. This study identified notable learning obstacles, including students’ difficulties in differentiating GCF and LCM concept, as revealed through test responses and interviews. To address these obstacles, the didactical design was structured systematically based on the results of epistemological analysis, which included students’ prerequisite knowledge, common misconceptions, and contextual classroom conditions. Implementing this design showed indications of reduced learning obstacles and improvements in students’ conceptual understanding of GCF and LCM. © 2025 Taylor & Francis Group, LLC.
Department of Elementary Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Pusat Unggulan Literasi dan Numerasi, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Primary Teacher Education, Universitas Muhammadiyah Malang, Malang, Indonesia
