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Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume "packing" measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed the errors that students made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read off" two-dimensional representation of solid objects. For those reasons, this research is aimed to develop classroom activities with the use of spatial visualization tasks to support students' spatial structuring in learning volume measurement. Consequently, design research was chosen as an appropriate means to achieve this research goal. In this research, a sequence of instructional activities is designed and developed based on the hypothesis of students' learning processes. This research was conducted in grade 5 of SD Pupuk Sriwijaya Palembang, Indonesia. AbstrakBanyak peneliti terdahulu menemukan bahwa siswa kelas 5 sekolah dasar memiliki kesulitan dalam memahami konsep pengukuran volume, karena mereka harus memiliki kompetensi spatial structuring. Unit dalam pengukuran volume harus diintegrasikan dan dikoordinasikan dalam tiga dimensi. Di sisi lainnya, hasil penelitian-penelitian tersebut antara lain menyebutkan bahwa kesalahan yang dilakukan siswa dalam menyelesaikan tugas yang berkaitan dengan susunan kubus satuan berhubungan dengan aspek visualisasi spasial, seperti kemampuan untuk membaca gambar dua dimensi dari benda padat Oleh karena itu, serangkaian aktivitas di desain untuk membantu siswa menghubungkan kemampuan visualisasi spasial mereka dengan bagaimana mereka memahami struktur dari susunan kubus satuan. Penelitian ini bertujuan untuk mengembangkan kegiatan pembelajaran dengan menggunakan kegiatan yang berhubungan dengan kemapuan visualisasi spasial untuk mendukung kemampuan strukturisasi spasial siswa dalam belajar mengenai pengukuran volume. Dalam penelitian ini, design research dipilih sebagai jenis penelitian yang tepat untuk mencapai tujuan tersebut. Dalam penelitian ini, serangkaian instruksi pembelajaran di desain dan dikembangkan berdasarkan hipotesis proses pembelajaran siswa, dan pendekatan pemelajaran yang diguanakan adalah Pendidikan 128 Shintia Revina, Zulkardi, Darmawijoyo, Frans van Galen Matematika Realistik. Penelitian ini dilaksanakan di kelas 5 SD Pusri Palembang, Indonesia.Kata Kunci: pengukuran volume, strukturisasi spasial, visualisasi spasial, design research, pendidikan matematika realistik.

In Indonesia, the proportion is being taught formally in Grade 5 (10-11 years old). However, the existing learning approach does not support the development of the students' proportional reasoning. The way to teach proportion by giving cross multiplication is not meaningful for the students. They just memorize the procedure without understanding how it works. Within a design research, a learning sequence was developed for Grade 4 students (9-10 years old) in order to develop their proportional reasoning as well as their ability to solve the proportional problem before they learned more formally in Grade 5. The students of Grade 4 might have an intuitive understanding about proportionality and they might be able to deal with the comparison problem. How do they use this intuitive understanding to solve the comparison problem and what kind of difficulties that they faced? These questions were addressed through the analyzing of the students' work on the pretest and the video of students' interview. The result shows that the students' intuitive understanding, in principle, can help them to deal with the comparison problem. The students' experience may lead them to use the concept of proportionality instead of the absolute value in simple comparison problem.

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