Supporting First Grade Students’ Understanding of Addition Up to 20 Using Traditional Game

Abstract

This research aim is to know the students' understanding in adding number up to 20 using traditional game of dakocan and to acquire learning trajectory of adding number up to 20 using traditional game of dakocan for the first grade of primary school. This research used methodology of design research that consists of three phases, there are preliminary design, teaching experiment, and retrospective analysis. Subject of this study is 33 first grade students of Sekolah Dasar Negeri (SDN) 98 Palembang as one of partners' school of Pendidikan Matematika Realistik Indonesia (PMRI). The result of this research shows that the students' understanding in adding number up to 20 can be stimulated by using traditional game of dakocan as a context. All of strategies and model that is used by students and also their result discussion shows how construction and contribution of students can help them to understand concept of adding number up to 20. All the activities that are done by students produce learning trajectory to gain the goal of learning. Each steps of learning trajectory of students has an important role in understanding the concept from informal to the formal level. Learning trajectory using dakocan that is produced consist of playing dakocan, put the model of dakocan to the frame ten dakomatika to understand the relation of part and whole of ten combination in adding number, and solving contextual problem in adding number up to 20.

Learning Combinations Through “Handshake”

“…This handshake activity will be done by role-playing for Wroughton and Nolan (2012) said that combinations can be solved using games. This is parallel to the research of Wijaya et al (2011);Prahmana et al, (2012);Nursyahidah et al, (2013) which said that the concept of games can be a real experience for student hence it can be used as a starting point/opening activity/set of activities for learning process.…”

A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics

“…On this approach, students learn mathematics, in the beginning, from real things or real life to the abstract mathematics. PMRI make the process of learning mathematics meaningful and enjoyable and can increase the understanding of the concepts (Nursyahidah, 2013). Realistic mathematics can be combined with Ethnomathematics as stated by D' Ambrosio (1985) that mathematics appeared as the result of the human activity in environment where it is affected by the culture of the society.…”

Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building

“…PMRI is popular among mathematics teachers to develop the students' ability of thinking, reasoning, communicating and solving problems both in the class and daily life (Zulkardi, 2002). This approach has been used since 2001 and widely used as an effort to improve the students' interest and attitude as well as their study outcome (Prahmana, 2012;Muttaqin, 2017;Nursyahidah, 2013Nursyahidah, , 2014and Saputro, 2014). Furthermore, there are five main characteristics of RME (Gravemeijer, 1994;Akker, 2006), namely: (1) phenomenological exploration; (2) bridges with vertical instrument; (2) the contributions of students; (3) interactivity; and (4) intertwinement.…”

“…The contextual approach in the process of learning can help students understand the concepts quickly and easily. In learning mathematics, the approaches can be in the form of traditional games (Prahmana, 2012;Nursyahidah, 2013Nursyahidah, , 2014and Jaelani, 2013), folktales and legends (Triyani, 2012;Lestariningsih, 2012;and Widyawati, 2016), and formal mathematical forms (Puspasari, 2015). In the present study, Lawang Sewu, a local historical building of Semarang, Central Java, Indonesia, is selected to apply the PMRI approach in learning congruence.…”