scholarly journals LINTASAN PEMBELAJARAN PECAHAN MENGGUNAKAN MATEMATIKA REALISTIK KONTEKS PERMAINAN TRADISIONAL SIKI DOKA

2018 ◽  
Vol 6 (3) ◽  
pp. 311-322
Author(s):  
Sri Imelda Edo ◽  
Damianus Dao Samo
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Simple Fraction ◽  
Text Book ◽  
Mathematics Problems ◽  
Third Grade Students ◽  
Lecture Method ◽  
Traditional Game ◽  
Is Design

AbstrakMateri pecahan merupakan salah satu materi matematika yang rumit. Kerumitan pecahan tidak saja dialami oleh siswa, tetapi juga mahasiswa dan guru. Penyebabnya adalah penguasaan konsep pecahan yang rendah. Karena guru pada jenjang pendidikan Dasar memperkenalkan pecahan dengan metode ceramah dan langsung memberi contoh soal kemudian siswa mengerjakan soal latihan. Guru mengajarkan algoritma rutin dalam mengerjakan soal, Edo. I.S (2016). Metode ini dipraktekan secara turun temurun. Karena itu siswa merasa jenuh dan tidak tertarik belajar. Elly Risman (2008) mengatakan bahwa,” Ada tiga cara penyampaian yang efektif bagi anak, yakni dengan bermain, bernyanyi, dan bercerita. Sementara Pendekatan pembelajaran yang berlandaskan pada filosofi bahwa matematika merupakan aktivitas Insani adalah pendekatan Pembelajaran Matematika Realistik. Karena itu penelitian ini bertujuan untuk mengetahui bagaimana desain pembelajaran pecahan dengan menggunakan pendekatan Matematika Realistik Konteks Permainan Siki Doka (taplak). Adapun metode penelitian yang digunakan adalah Desain Riset yang dilaksanakan di SDN. Angkasa Kupang dan SDK. Kristen Tunas Bangsa Kupang pada siswa kelas III. Hasilnya adalah siswa sangat antusias dan menikmati seluruh aktivitas pembelajaran karena mereka belajar melalui kegiatan bermain, menggambar, mewarnai, menggunting dan menyusun kertas origami yang berwarna warni. Siswa bukan saja telah memahami konsep pecahan sederhana, membandingkan pecahan sederhana, dan memecahkan masalah yang berkaitan dengan pecahan sederhana tetapi juga mereka sudah terlibat dalam aktivitas yang berhubungan dengan konsep penjumlahan dan kelipatan pecahan.Kata Kunci: Pembelajaran Pecahan, Konsep Pecahan, Perbandingan Pecahan, Pembelajaran pecahan dengan RME, pembelajaran pecahan conteks permainan tradisional.AbstractFraction is one of hard subject of mathematics. Fractional complexity is not only experienced by students, but also students and teachers. They found difficulty to solve any mathematics problems related to fractions due to weak of fraction concept and disspointed learning method. Because teachers in elementary taught them using lecture method through routin algorthm. Teacher began the lessons by given short explanation, then some routin example provided on students’ text book. In the end of the lessons students did some exercise, Edo.I. S (2016). Therefore, students bored to follow all of learning process. Whereas Elly Risman (2008) said that there are three effective ways to teach children i.e. by playing, singing and storytelling. While Mathematics learning approach which assume that mathematics as human activity is Realistics Mathematics Education (RME). Therefore, this study aimed to design simple fraction learning trajectory using RME approach through traditional game namely siki Doka as a context. The Research method used in this research is Design Research which conducted in SDN Angkasa Kupang and SDK. Tunas Bangsa Kupang in the third grade students. The result showed that students were very enthusiastic and enjoy all the learning activities because they learned while playing, drawing, Coloring, cutting and arrange colorful origami paper. Students not only understand the concept of simple fractions, compare simple fractions, and solve problems related to simple fractions as well they are already involved in the activities to found the concept of fractional addition and its multiples.Keyword: Fractional Learning, Concepts of Fraction, comparing fraction, Fractional Learning using RME approach, fraction learning using traditional game.

FOSTERING STUDENTS' INTEREST IN MATHEMATICS LEARNING WITH THE UTILIZATION OF ETHNOMATHEMATICS THROUGH MAKKUDENDENG TRADITIONAL GAME

MaPan ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 27
Author(s):  
Andi Aras ◽  
Fawziah Zahrawati
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Student Interest ◽  
Research Subjects ◽  
Whole Numbers ◽  
Learning Mathematics ◽  
Grade Ii ◽  
Learning Interest ◽  
Traditional Game ◽  
Is Design

Interest in learning is one important factor that determines student success in learning. Low student interest in learning is associated with their ability to master the concept of summing whole numbers. This study aims to foster students' interest in learning mathematics through makkudendeng traditional game. The research method is design research starting from the preliminary design, design experiment, and retrospective analysis. The research subjects were students in grade II primary school. The results of this study conclude that the makkudendeng traditional game, which is used as a learning resource in learning the addition of whole numbers, has relevance to the indicators of learning interest, which include: pleasure in learning, interest in learning, attention, and involvement in learning. It is because students learn while playing. So, the makkudendeng traditional game can be a solution to foster students' interest in learning mathematics.

scholarly journals THE CONTEXT OF ARCHIPELAGO TRADITIONAL CAKE TO EXPLORE STUDENTS’ UNDERSTANDING IN INTEGERS DIVISION CLASS VII

2019 ◽  
Vol 14 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Elis Muslimah Nuraida ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Junior High School ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematics Problems ◽  
Learning Path ◽  
Starting Point ◽  
Hypothetical Learning Trajectory ◽  
Integer Division ◽  
Division Operation

This study aims to explore the students’ mathematical understanding in integer division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted on VII grade students of Palembang 1 Junior High School. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. The medium used in this study was the Students’ Activity Sheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.

scholarly journals PEMANFAATAN KONTRIBUSI SISWA SEBAGAI ALAT TRANSISI MENUJU PEMAHAMAN KONSEP OPERASI PECAHAN

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Gregorius Sebo Bito
Keyword(s):  
Retrospective Analysis ◽  
Learning Process ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Fourth Grade Students ◽  
Hypothetical Learning Trajectory ◽  
Three Stages ◽  
Actual Learning ◽  
Is Design

The purpose of this study was to describes the use of student’s contribution as a transition tool at each level of learning the fraction operation concept. This study involved fourth grade students of an elementary school in Ngada East Nusa Tenggara. The type of this research is Design Research with three stages, namely: initial design, teaching experiment and retrospective analysis. This research begins conduct a hypothetical learning trajectory (HLT) of fraction operations concept. The HLT has been tested before the actual learning process (ALT). The results of the retrospective analysis obtained an overview of the Actual Learning Trajectory (ALT) show that the use of various student’s contribution at each level of learning can lead to understanding the fraction operation concept.

scholarly journals Desain Pembelajaran Kerucut Berkonteks Tradisi Megono Gunungan

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 19-28
Author(s):  
Farida Nursyahidah ◽  
◽  
Bagus Ardi Saputro ◽  
Irkham Ulil Albab ◽  
◽  
...  
Keyword(s):  
Retrospective Study ◽  
Research Method ◽  
Interactive Video ◽  
Design Research ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Preliminary Design ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Is Design

Geometry is an essential subject for students. However, geometry, especially the cone, remains a challenging material for students. Besides, we need the proper media and context for learning mathematics on cone material. This research aims to develop a learning trajectory that utilizes the Megono Gunungan tradition as a context in the learning process using the Indonesian Realistic Mathematics Education (PMRI) approach. The research method used is Design Research, which consists of three phases of the study: preliminary design, experimental design, and retrospective study. This study's outcome is designing a learning trajectory on cone material using the Megono Gunungan tradition. This learning trajectory comprises four activities, including observing the interactive video of the Megono Gunungan tradition to discover cone elements, finding the concept surface area of a cone using origami paper, and grasping the cone concept volume with magic seeds, and solving contextual problems related to the cone. Studies have shown that using the Megono Gunungan context could help students improve their understanding of the cone concept. Furthermore, this study hoped could be an inspiration for exploring another local wisdom that can be a context in learning mathematics.

scholarly journals DESIGN OF LEARNING MATERIALS ON CIRCLE BASED ON MATHEMATICAL COMMUNICATION

2019 ◽  
Vol 8 (1) ◽  
pp. 87
Author(s):  
Cita Dwi Rosita ◽  
Tri Nopriana ◽  
Isna Silvia
Keyword(s):  
Communication Skills ◽  
Design Research ◽  
Mathematics Learning ◽  
Research Result ◽  
Material Design ◽  
Learning Trajectory ◽  
Learning Material ◽  
Mathematical Communication ◽  
Learning Materials ◽  
Two Stages

Mathematical communication skills is an important role in mathematics learning. However, the importance of mathematical communication skills has not been fully realized in learning, especially circle material. Design a learning material based on mathematical communication is one way to develop this ability.  The preliminary study produced the findings of an epistemological learning obstacle so that students' mathematical communication skills were still in the low category. This study aimed to analyze learning obstacle and designing learning materials based on the material mathematical communication circle. This study is design research that contained two stages of Didactical Design Research (DDR), didactic situation and metapedadidactional stage. Research result obtained are students difficulties in relating the material defining elements of the circle with their own language, identifying circle elements that were known and explaining through pictures, calculating the circumference and distance of circular objects based on problems, calculating the surface area of circular objects based on the problems, and rearrange the formula which states the relationship of circle elements. To solve that learning obstacle, we recommend some learning trajectory in a circle that useful for teachers. This design of learning material is valid and practical to implement in the classroom.

Designing The Hypothetical Learning Trajectory (HLT) for Sinus Using Context of Scout Tent

2020 ◽  
Vol 1 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Dinda Mahardika ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Rule Learning ◽  
Learning Trajectory ◽  
Study Phase ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Classroom Experiment ◽  
Preliminary Study ◽  
Modern Mathematics

One of the problems in modern mathematics learning is mathematical concepts presented by teachers to students such as machines. So, the concept is used by students as finished products without knowing the origin and how to reconstruct them. The effort that can be made by the teacher in overcoming this is by designing learning wherever possible starting with presenting realistic problems to arrive at an abstract idea. In this article we will discuss the design of sine rule learning in the context of scout tents, which is a type of design research. Design research has three cycles, namely preliminary design, classroom experiment, and retrospective analysis. In this article only the preliminary study phase will be discussed, which includes literature study activities, curriculum analysis, and the design early prototype. An HLT (Hypotetical Learning Trajectory) has been produced which deals with sine rules that use the context of scout tents.

scholarly journals Hypothetical learning trajectory (HLT) for proof logic topics on algebra course: What’re the experts think about?

2020 ◽  
Vol 11 (1) ◽  
pp. 101-110
Author(s):  
Riza Agustiani ◽  
Rahmat Nursalim
Keyword(s):  
Design Research ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
History Of Mathematics ◽  
Teaching Experience ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Research Experience ◽  
Expert Review ◽  
Hypothetical Learning Trajectory

Proof has a role in the formation and development of mathematics in the history of mathematics. The ability to construct proof is one indicator of mathematical reasoning which is an important component of mathematics learning outcomes, especially in Algebra. This qualitative research aims to describe the design process of the Hypothetical Learning Trajectory for Proof Logic Topics. This research is based on design research. This research consists of three stages: preparing for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough and interview. The walkthrough and interview were conducted in the first stage of design research (preparing the experiment) with two activities: expert review and reader proof to collect materials to revise the HLT. Four experts participated in the expert review. The experts are chosen based on the experience, both research experience, and teaching experience. The result of this research is the design of HLT for proof logic topics consist of four activities: reading proof, completing proof, examining proof, and Constructing proof. The four activities were well-done on the design experiment stage. 

scholarly journals Kemajuan Belajar Siswa pada Penjumlahan Bilangan Desimal Menggunakan Pengukuran Berat

2018 ◽  
Vol 3 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Leni Maimuna ◽  
Darmawijoyo Darmawijoyo ◽  
Ely Susanti
Keyword(s):  
Design Research ◽  
Number Line ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Fourth Grade Students ◽  
Measurement Results ◽  
Formal Level ◽  
Field Notes ◽  
Three Stages ◽  
Is Design

This study was aimed at describing the student’ learning progress on decimals addition by a set of learning activitis based on Indonesian Realistic Mathematics Education. This research  method is design research which contain three stages, namely: preliminary design, design experiment and retrospective analysis. Hypothetical Learning Trajectory (HLT) has been designed to play an important role as learning design and research instrument. HLT was tested to 30 fourth grade students. The data were collected through interview, observation, and field notes. The findings of the research  showed that this instructional design could stimulate students  in the introduction of one digit decimal through the result of weight measurement, the use of the model that the students make themselves (model of) to describe the measurement results at the second level, and marking the result of the measurement to the number line and continued by describing the process of decimals addition from the measurement activity to the number line in the more formal level. Furthermore at the formal level, students are able to solve the problem of the decimals addition using the correct procedure that is the place value rule.

scholarly journals Desain Pembelajaran Materi Himpunan Dengan Pendekatan Realistic Mathematics Education (RME) Untuk Kelas VII

2019 ◽  
Vol 5 (1) ◽  
pp. 19-29
Author(s):  
Mika Meitriana Manurung ◽  
Hening Windria ◽  
Samsul Arifin
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Research Questions ◽  
Group 5 ◽  
Actual Learning ◽  
Is Design ◽  
Trajectory Learning

The topic of the set is a basic concept in mathematics and its relationship is close to our daily life. However, some studies in Indonesia have found that the students have difficulties in solving the set problem. This can be due to the pattern of mathematics teaching in schools. This study aims to provide a design of learning in the set topic with Realistic Mathematics Education (RME) approach. The research questions are: (1) How is the design of mathematics learning in the topic of the set using the RME approach? (2) How do students learn the topic of the set by using the RME approach? This research method is design research with one cycle in SMP Dasana Indah Tangerang. The subjects were 24 students with one focus group, 5 students who had no errors in the initial test. Data of research obtained from sound recording, video, photos, and Student Activity Sheet, then be analyzed by comparing the Hypothesis of Trajectory Learning and Trajectory of Actual Learning. This study produces the Theory of Local Instruction, with four lessons, namely: (1) Determining the set and not the set; (2) Finding the concept of set of universe, subsets, empty set, and describing the models; (3) Finding the concept of intersection, union, and illustrating the models; (4) Find the concept of complement, difference, and describe the models, and use the models to solve the story problem. In the learning process, through grouping games and describe the model, student learning the notion of set enthusiastically and actively. Keywords: design research, set, realistic mathematics education approach

scholarly journals HYPOTHETICAL LEARNING TRAJECTORY PADA PEMBELAJARAN BILANGAN NEGATIF BERDASARKAN TEORI SITUASI DIDAKTIS DI SEKOLAH MENENGAH

2018 ◽  
Vol 6 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Nyiayu Fahriza Fuadiah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Design Research ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Mathematical Activity ◽  
Negative Numbers ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mendesain Hypothetical Learning Trajectory (HLT) pada pembelajaran bilangan negatif sebagai hasil dari tahap pertama Didactical Design Research yaitu Analisis Prospektif. HLT ini merupakan tindak lanjut dari hasil identifikasi Learning Obstacle yang yang dilakukan peneliti dalam pembelajaran bilangan negatif yang terintegrasi dalam materi Bilangan Bulat di kelas 7 sekolah menengah pertama. Observasi mendalam terhadap proses belajar mengajar di kelas yang diamati peneliti memperlihatkan kesulitan guru dalam menanamkan konsep bilangan negatif dan operasi bilangan yang melibatkan bilangan negatif serta beberapa kesalahan konstruksi konsep yang dialami oleh siswa. Istilah HLT merujuk pada rencana pembelajaran berdasarkan antisipasi belajar siswa yang mungkin dicapai dalam proses pembelajaran yang didasari pada tujuan pembelajaran matematika yang diharapkan pada siswa, pengetahuan, dan perkiraan tingkat pemahaman siswa, serta pilihan aktivitas matematika secara berurut. HLT ini disusun berdasarkan analisis terhadap Learning Obstacle, tahap berpikir siswa, dan analisis terhadap kurikulum dengan tetap berpijak pada konsep materi yang harus dipahami siswa.This research aims to design Hypothetical Learning Trajectory (HLT) on learning of negative numbers as a result of the first stage on Didactical Design Research specifically in Prospective Analysis. This HLT is a follow up of the results of the identification of the Learning Obstacle conducted by researcher in learning negative numbers that integrated in the material Integer in the 7th grade secondary school. From the observations conducted by researcher on the teaching and learning process in the classroom showed the difficulties of teachers in embedding the concept of negative numbers and arithmetic operations involving negative numbers and several construction errors of concepts that experienced by the students. Term of HLT refers to a lesson plan based on the anticipation of student learning possibly achievable in the learning process which is based on mathematics learning goals expected on students, knowledge, estimates of the level of students understanding, and the selection of mathematical activity sequentially. This HLT is compiled based on an analysis of the Learning Obstacle, level of students thinking, and analysis of the curriculum that standing on the concept that must be understood by the students.

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