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.
AbstrakSejak akhir 1990-an, para pakar pendidikan matematika Indonesia telah menjadikan Pendidikan Matematika Realistik (RME), pendekatan pendidikan matematika dari Belanda, sebagai dasar reformasi pendidikan. Dalam pembuatan kurikulum Nasional, RME tentunya telah digunakan sebagai salah satu referensi dalam pembuatan tujuan da nisi kurikulum. Dalam kajian ini, sebuah analisa mengenai konsistensi antara RME dan deskripsi serta isi kurikulum di Indonesia disajikan. Kajian ini dilengkapi juga dengan perbandingan mengenai aspek-aspek tersebut dalam kurikulum di Belanda. Temuan penelitian ini menyatakan bahwa meskipun sebagian besar prinsip-prinsip RME terdapat dalam kurikulum matematika sekolah dasar di Indonesia, deskripsinya sangat umum dan kurang eksplisit dibandingkan dengan hal serupa dalam kurikulum di Belanda. Hal ini juga dibatasi oleh pendekatan berdasarkan standard isi dan oleh keberpusatan pengambilan keputusan mengenai konten kurikulum yang diatur pada tingkat nasional. Kajian ini menyarankan studi lanjutan untuk melihat bagaimana kurikulum mempengaruhi bagaimana guru mengimplementasikan RME di kelas.Kata Kunci: Pendidikan Matematika Realistik, kurikulum matematika Sekolah Dasar, kajian kurikulum, educational borrowing Abstract Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers' enactment of RME at classroom level.
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