The Use of Fractional Cards  for Fraction Learning in The Fifth Grade Students of Elementary School

Indriani, Ari

doi:10.23917/jramathedu.v1i1.1783

Cited by 6 publications

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“…So when performing simple addition and subtraction operations, the result can be checked immediately using teaching aids. In line with the results of Indriani's (2016) research which showed that the use of fractional cards can help the learning process in fractional material. According to the study, the use of teaching aids in this study, students can see first-hand the concepts of fractions and angles that are demonstrated.…”

Section: Resultssupporting

confidence: 84%

Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU

Utami

Anitra

Moseki³

2020

J. Edu. Teach. Learn.

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The understanding of mathematical concepts has an important role in one of the knowledge and activity skills in mathematics learning according to NCTM. On the other hand, self-regulated learning is one aspect that also determines the success of students' mathematics learning. Facts in the field, the understanding of concepts, and self-regulated learning students' are still low. Based on this, the need for contextual learning and the existence of teaching aids in learning mathematics. The purpose of this study is to find out the increase in understanding of the concept, the effect of self-regulated learning toward the understanding of concepts, and describe the understanding of the concept. This research is a mixed-method with a combination model used in Sequential Explanatory Design. The subjects were fourth-grade elementary school students in the city of Singkawang. In the qualitative part, taking the subject is to randomly select 1 student from the criteria of understanding the concepts that arise. Data collection instruments used were tests and questionnaires. The data analysis technique used is the scoring, N-Gain test, simple regression test, and quantitative descriptive. The results of this study showed: (1) there is an increase in understanding of concepts in RME learning assisted by PANDU; (2) there is a significant influence between self-regulated learning and the understanding of concepts in RME learning assisted by PANDU, and (3) the understanding of concepts in learning RME assisted by PANDU has an average of 79.63.

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Section: Resultssupporting

confidence: 84%

Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU

Utami

Anitra

Moseki³

2020

J. Edu. Teach. Learn.

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“…Seorang guru matematika yang mumpuni dalam pemahaman terhadap perkembangan anak, akan dapat mengusahakan agar pebelajaran yang disampaikan sesuai dengan fakta, konsep, operasi, dan juga sesuai dengan prinsip dalam matematika, sehingga apa yang disampaikan dalam pembelajaran matematika sangat dapat dipahami secara konkrit (Sudarman, 2011). Terkait dengan teori kognitif Piaget dalam cara berpikir siswa sekolah dasar berada pada fase pemikiran operasional konkrit (Indriani, 2016) (Wiryanto, 2020) (Fahma & Purwaningrum, 2021) (Nabila, 2021) (Hidayati, 2012), yaitu fase yang mengfokuskan anak pada kemampuan mental anak yang dapat mejadikan objek menjadi konkrit atau pada peristiwa yang pernah dialaminya. Proses pembelajaran utamanya matematika di Pendidikan Dasar (SD) dapat dilakukan dalam bentuk pendidikan yang menitikberatkan pada peletakan landasan menuju pertumbuhan dan perkembangan jasmani dan rohani yang meliputi pada kemampuan daya pikir, kreativitas, kecerdasan emosional, dan cerdas dalam hal spiritual), sosio emosional, bahasa dan komunikasi (Bayujaga & Mariani, 2020).…”

Section: Pendahuluanunclassified

Proses Berpikir Siswa SD dalam Menyelesaikan Masalah pada Materi Pecahan

Faridah

Nulinnaja

2022

JUDIKA

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This study aims to explain how elementary school students carry out their thinking processes to be able to solve problems in fractional material in fifth grade students of SDN Harjokuncaran 03 Sumbermanjing wetan Malang who have studied fractions. Data is obtained through the Think-Out-Loud (TOL) method or often called Think Aloud. In the TOL method, students are expected to be able to think critically and express in solving the problems obtained. The results of the study, students' thinking processes in solving problems, were taken by giving two fractional problems to each subject, namely 2 high-ability subjects (S1.1 and S1.2), 2 moderately capable subjects (S2.1 and S.2). ) and 2 subjects with low ability (S3.1 and S.3.1). After collecting data and analyzing it, the researcher can conclude that this study describes how the thinking process of elementary school students in solving problems that refers to Polya, including: (1) students can understand the problems obtained then identify sentences in the form of statements and question sentences then they are expected to be able to perform variable assumptions; (2) able to plan and be able to make appropriate solutions relying on the assumptions of variables, symbols, equations, and mathematical models; (3) elementary school students are able to participate in planning and problem solving by means of elementary students solving equations using algebraic properties and substitution; and (4) elementary students are able to review again by matching the results obtained with what is already known. Keywords: Thinking Process, Problem Solving, Fractions.

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“…Hal ini sesuai dengan apa yang dikemukakan oleh (Indriani, 2016); (Anggoro, 2019); (Perminov, Anakhov, Grishin, & Savitskiy, 2016) bahwa pembelajaran matematika hendaknya menggunakan media bantu seperti alat peraga, sehingga siswa mampu memahami konsep yang abstrak menjadi lebih konkrit. Hal ini sesuai dengan pembelajaran yang berorientasi PAIKEM, dimana siswa aktif dalam pembelajaran, mampu memberikan ide kreatif, sehingga tujuan pembelajaran tercapai dan pembelajaran yang berlangsung menarik dan menyenangkan (Moyer-Packenham, 2012); (Michels, O'Gorman, & Ruth Kucian, 2018); .…”

Section: Evaluasi Pembelajaran Paikemunclassified

Evaluasi Hasil Belajar Siswa melalui Pembelajaran PAIKEM Matematika

Yensy

Hadiwinarto

2021

basicedu

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Penelitian ini dilatarbelakangi oleh masih rendahnya motivasi belajar siswa Sekolah Dasar dan proses pembelajaran di kelas belum maksimal menumbuhkan keterampilan siswa khususnya keterampilan abad 21, yaitu meliputi kreativitas dan inovasi, berpikir kritis dan pemecahan masalah, komunikasi, dan kolaborasi. Tujuan penelitian ini adalah untuk mengevaluasi hasil belajar siswa setelah diterapkan model pembelajaran aktif, inovatif, kreatif, efektif dan menyenangkan (PAIKEM) pada mata pelajaran matematika, yaitu dilihat dari aspek proses dan produk, meliputi aktifitas belajar siswa, motivasi belajar siswa dan skor ulangan tertulis. Penelitian ini merupakan penelitian evaluatif melalui pendekatan deskriptif kualitatif dengan menggunakan instrumen meliputi: lembar observasi, wawancara terstruktur, angket siswa dan skor ulangan tertulis. Siswa yang dievaluasi yaitu siswa SDN 10 Pondok Kelapa Kabupaten Bengkulu Tengah yang berjumlah 26 orang. Hasil penelitian menunjukkan aktifitas belajar siswa berada pada kategori sangat aktif, motivasi belajar siswa juga tinggi dan hasil tes berada pada kategori tinggi. Hal ini menunjukkan bahwa pelaksanaan pembelajaran PAIKEM sudah diterapkan dengan baik, sesuai dengan standar proses dan bisa dilanjutkan untuk mata pelajaran yang lain.

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The Use of Fractional Cards for Fraction Learning in The Fifth Grade Students of Elementary School

Cited by 6 publications

References 0 publications

Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU

Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU

Proses Berpikir Siswa SD dalam Menyelesaikan Masalah pada Materi Pecahan

Evaluasi Hasil Belajar Siswa melalui Pembelajaran PAIKEM Matematika

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