PENANAMAN PEMAHAMAN HUBUNGAN ANTARA BILANGAN PADA SISWA BARU SEKOLAH DASAR MELALUI PEMBELAJARAN PMRI
Keywords:
Number relation, Number sense, PMRI ApproachAbstract
Students who have a good number sense can think and reason flexibly use numbers to solve problems, find answers that don't make sense, understand how numbers can be separated and put together in different ways, see connections between number operations, do mental calculations, and make reasonable estimates. Whereas, on the other hand, students with a poor number sense tend to depend on procedures rather than reasons, often not paying attention when answers or estimates don't make sense and have limited numerical reasoning. Therefore planting an understanding of numbers with the right method must be done early. This study aims to know how can PMRI approach context fabel construct early elementary school students understanding in finding number relation. Design research method used to reach this goal and tested in SDN Angkasa Penfui with 36 early grade 1 elementary school students as the subject. The results show that the PMRI approach using fable as a context construct students understanding in finding number relation flexibly.
Â
References
Akkaya, Recai. 2016. An Investigation into the Number Sense Performance of Secondary School Students in Turkey. Journal of Education and Training Studies Vol. 4, No. 2; February 2016.
Akker, Jan Van den, Gravemeijer, Koeno, McKenney, Susan, Nieveen, Nienke, (2006). Educational Design Research. Routledge Taylor & Francis group: London.
Armanto, D. (2002). Teaching Multiplication and Division Realistically in Indonesian Primary Schools: A Prototype of Local Instructional Theory (Diss.). Enschede: PrintPartners Ipskamp.
Bakker, A. (2004). Design Research in Statistics Education. On Symbolizing and Computer Tools. Amersfoort: Wilco Press
Burns, M. (2007). Nine Ways. Educational Leadership 65(3), 16-21
Fraenkel, Jack R. & Wallen, Norman E. (2010). How to design and evaluate research in education seventh edition. Singapore: McGraw-Hill
Gravemeijer, K., Cobb, P. (2006). Design Research from a Learning Design Perspective. Educational Research, 17-51.
Gravemeijer, K., & Van Eerde,,D. (2009). Design Research as a Means for Building a Knowledge Base for Teaching in Mathematics Education. The Elementary School Journal,109(5).
Hartnett, J. E. 2007. Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue. Dalam J. Watson & K. Beswick (Eds.), Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (Vol. 2), hal. 345 – 352. Hobart, Tasmania: MERGA Inc.
Johar, R. (2015). Analisis Strategi Number Sense Siswa Smk Negeri. Jurnal pendidikan matematika , 61-67.
Panhuizen, Marja van den Heuvel, Buys, K., dan Treffers, A., (2001). Children Learn Mathematics. Groningen, the Netherlands: FI Utrecht University & National Institute for Curriculum development (SLO).
Sembiring, R.K. (2008). Apa dan mengapa PMRI. Majalah PMRI, 4(4), 60-61.
Sari, P. (2008). Design Research on Addition and Subtraction up to 100: Using Mental Arithmetic Strategies on Empty Number Line at the second grade of SDN melalui pembelajaran PMRI
Percontohan Komplek IKIP, Jakarta. Prosiding Konferensi Nasional Mathematika, 14, 833 – 839.
Downloads
Published
How to Cite
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Journal of Honai Math Posting Your Article Policy at http://journalfkipunipa.org/index.php/jhm/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Journal of Honai Math agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
