Pre-service elementary teachers’ strategies for tiling and relating area units

Euler J. Ilm. Mat. Sains dan Teknol.

2023

This study analyzes the analogy process when elementary school students in pose area problems. This research used a qualitative method with a case study approach. The participants in this study were fifth-grade students of SD Negeri 1 Krembung, totaling 53 students. The selection of participants was made purposively. Data were collected using tests, interviews, and observations. Data analysis techniques used data reduction, data presentation, and conclusion drawing. Indicators of analogy process assessment based on Gentner Forbus's theory are retrieval, mapping, abstraction, representation, and evaluation. The results of this study indicate that elementary school students can use analogies in the learning process, but in the analogy process, there are differences between some students. The problems proposed by students are categorized as varied problems and complete processes, varied and incomplete processes, not varied and incomplete processes. In this study, it is suggested that novice elementary school students posing problems should use analogies as a reasoning process so that in posing new problems, they can come up with creative ideas.

Section: Menurut Khotimah Dan Sutirnaunclassified

Proses Analogi Siswa Sekolah Dasar dalam Mengajukan Masalah Luas Daerah

Nurlaila

Euler J. Ilm. Mat. Sains dan Teknol.

2023

“…Elementary school students who have a good understanding of perimeter can measure and partition length units (Clarke & Roche, 2018). Meanwhile, elementary school students who have good spatial knowledge in the plane figure area realize that the area consists of area units in length and width dimensions (Clements et al, 2018;Wickstrom, Fulton & Carlson, 2017). In this case, elementary school students are in relational understanding (Amir, Rahayu, Amrullah, Rudyanto & Afifah, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Measuring the area requires understanding in placing the unit area in the dimensions of length and width (Clements & Sarama, 2004). Understanding this area requires understanding in dividing the length measurement, which is essential knowledge in perimeter measurement (Wickstrom et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Elementary School Students Difficulties of in Solving Perimeter and Area Problems

Abadi

2022

JIPM

<em>The purpose of this study was to analyze the types (concepts, principles, and verbal) and forms of difficulties that elementary school students did in solving problems of perimeter and area of plane figures based on their level of completion ability. This research method is qualitative with a case study type. The technique of taking research subjects used purposive sampling by selecting three subjects of fifth-grade elementary school students based on the level of mathematical ability (low, moderate, and high) in solving perimeter and area of plane figures. Data collection techniques using tests and interviews. Data analysis techniques include data reduction, data presentation, and concluding. The results showed that students with low levels of ability experienced verbal difficulties in not working on the questions according to the instructions. Students with a moderate level of ability face conceptual difficulties in the form of being unable to make relevant decisions according to the requirements of the questions. In addition, students experience principle difficulties in the form of an inability to determine the relevant factors and incorrectly using the perimeter unit for the area unit. Students with a high level of ability experience principle difficulties in using formulas, so they tend to experience inaccuracies in solving problems. Other findings in this study provide that elementary school students have difficulty solving problems of perimeter and area of a plane figure because of basic problems, namely experiencing obstacles in verbal problems and inadequate conceptual knowledge.</em>

“…However, if students do not understand the perimeter well, then they will have difficulty determining the length of sides if an image is not clearly explained (Abadi & Amir, 2022). Meanwhile, if students have spatial ability on plane figures, they will realize that length and width are units of area (Clements et al, 2018;Wickstrom, Fulton & Carlson, 2017). Given that perimeter and area of plane figures are related, students who understand the concept of calculating the perimeter can certainly calculate the area of plane figures.…”

Section: Introductionmentioning

confidence: 99%

Development of learning trajectory of perimeter and area of squares and rectangles through various tasks

Kurniawati

2022

<div><p>Learning trajectory on the topic of plane figures (i.e., perimeter and area of squares and rectangles) is necessary for elementary students to facilitate meaningful learning and predict their learning progress. This study aims to develop a learning trajectory through various tasks for the perimeter and area of squares and rectangles that can help students develop understanding and construct mathematical concepts. Study participants were fourth grade elementary students. The method used was design research, which has three stages: preparing for the experiment, teaching, and retrospective analysis. This study used data collection instruments in worksheets, observation sheets, interview guidelines, and field notes. Research results obtained included a learning trajectory that contains adequate learning activities to facilitate learning for elementary students on the perimeter and area of squares and rectangles. Adequate learning trajectory is obtained in hypothetical learning trajectory (HLT) 2, which was previously revised from HLT 1. Learning trajectory developed through a variety of tasks can significantly construct and facilitate elementary students’ knowledge to learn the concepts of perimeter and area of squares and rectangles.</p></div>