ANALISIS MISKONSEPSI SISWA KELAS VI SD NEGERI GUNUNG PASIR JAYA PADA MATERI PECAHAN

The concept of fractions is one of the basic materials that students must master since elementary school level. Fractions contain many rules in the form of axioms, definitions, theorems, formulas, and algorithms, this can lead to misunderstanding of concepts by students. Conceptual errors that occur in students due to not understanding the concept are called misconceptions. If there is a student's misconception of this material, it will hinder the understanding of concepts related to fractions, or there can be more misconceptions, and it can lead to a decrease in student learning outcomes. The purpose of this study is that teachers can find out early on any misconceptions related to fractions that often occur so that teachers can evaluate and correct these misconceptions. The method used in this research is the descriptive method. Data collection techniques in research using description tests and data analysis techniques by reducing data. From the data, it was found that most students experienced misconceptions in the sub material of basic fraction operations, namely the addition and multiplication of fractions. However, in almost all sub-materials, more than 50% of students experienced conceptual errors. The most common type of misconception is using the wrong concept in applying the concept to a certain procedure or operation.

The Movement of Teachers’ Theoretical Thinking about the Concept of Fraction and the Meaning Attributed to Teaching Materials: An Example of Multiplication with Fractions

Background: In recent years, many states and municipalities have adopted official teaching materials to guide teacher practice. However, the relationship between the use of these materials and the continuing education of in-service teachers has been little investigated. Objective: To analyse how the development of the theoretical thinking of teachers about the multiplication of fractions impacts the choice, use, or adequacy of teaching materials. Design: The theoretical and methodological foundation is based on the historical-cultural perspective seeking, in the investigation of human activity, to understand the development of theoretical thinking. Setting and participants: Continuing education with a group of 11 mathematics teachers from the state public network of São Paulo. Learning triggering situations have been proposed to overcome discretisation in the approach to fractions. Data collection and analysis: Data were collected through video recordings, written material produced by teachers and registers in a field diary. Two isolated were organised for analysis “Movement of theoretical thinking about fractions” and “Didactic material as a mediator of the teacher's action.” Results: As they theoretically understand the meaning of multiplication between fractions, teachers overcome the mechanisation of rules and begin to reveal an understanding of the interrelationship of arithmetic, algebraic, and geometric elements in teaching. Conclusion: The development of aspects of theoretical thinking about the multiplication of fractions allowed teachers to organise teaching in order to make explicit the essential and theoretical relationships of the concept. Didactic material is understood as mediation in the teaching process and its use is no longer seen as an end in itself.

PENINGKATAN HASIL BELAJAR MATERI PECAHAN DENGAN MODEL PEMBELAJARAN PAKEM SISWA SEKOLAH DASAR

Learning success is created if students want to be serious in learning, active, creative in solving math problems. The focus of the study was the learning process by improving the mathematics learning system on fractions (multiplication of fractions) with the PAKEM approach. By improving the learning system in the classroom, it can lead to success in increasing students' abilities actively, independently, and creatively. So that researchers commit to strive for improvement of the quality of learning. The research used by researchers was Classroom Action Research (PTK). The subjects of this classroom action research were students of grade V SD Mangunrejo 2, totaling 20 students. The results of the research cycle I and cycle II increased from 74,90% to 80,20%.

Complexity of (Re)Learning the Meaning of Multiplication of Fractions in the Context of a Mathematics Content Course

The context in which preservice teachers (PSTs) learn the mathematical knowledge required for teaching in an elementary classroom is still less obvious. This chapter addresses the complexity of PSTs (re)learning the mathematical knowledge for teaching multiplication of fractions in a mathematics content course. The existing literature on PSTs' learning in a mathematics content course has focused on models for designing the course and efforts for designing innovative pedagogies. In addition, more recent studies have explored the design and implementation of mathematical tasks in a content course. However, studies that have provided insights into the affordances and complexity involved in developing fraction concepts using the basic principles of critical thinking are limited. The aim of this chapter is to explore the extent to which PSTs can develop a conceptual understanding of multiplication of fractions in the context of a mathematics content course designed using the basic principles of critical thinking. The complexities, challenges and tensions confronted by PSTs and the instructor as they (re) learn the meaning of multiplication in more nuanced ways will be discussed.

The Embodiment of Mathematical Meanings with Special Reference to Multiplication: Issues and Challenges

This paper aims to illustrate how two primary school teachers (Doreen and Edwin – pseudonyms) make sense of mathematics in particular the multiplication of fractions and decimals. The meaning of a particular mathematical expression and symbol could be conveyed through language however a mathematical procedure that is performed for a purpose may be difficult to make sense sometimes. Data were collected through semistructured interviews. Findings revealed that Doreen recognised the meaning of multiplication as the notion “of” in the contexts of fractions. Both of them rote learned the mathematical procedures in the multiplication of fractions and decimals and they could not make sense of them. One of the main reasons for this was because they were not aware of the changes of mathematical meanings across different contexts.

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

Supporting Students’ Reasoning About Multiplication of Fractions by Constructing an Array Model

The aim of the research is to support students in constructing an array model as a bridge from their informal knowledge to the formal one in understanding the part-whole relation concept. The part-whole relation concept is important for students to reason about multiplication of fractions. Realistic Mathematics Education which is in Indonesia adapted as Pendidikan Matematika Realistik Indonesia (PMRI) is used as an approach in designing a series of lessons. For this purpose, hypothetical learning trajectory (HLT) became the base for conducting a teaching experiment and designing its learning materials. The research was conducted in the fifth grade of SD Al Hikmah Surabaya, an elementary school in Indonesia, with five students as the participants. The collected data were qualitative data in the form of students’ written works and the transcript of video recording during the lesson. The data were analyzed retrospectively by confronting the conjecture of students’ thinking in the HLT with the fact in the teaching experiment. The result of the research shows that most students could use the contextual problem in promoting their ability on constructing their own array model to reason about part-whole relation.