LINTASAN PEMBELAJARAN PECAHAN MENGGUNAKAN MATEMATIKA REALISTIK KONTEKS PERMAINAN TRADISIONAL SIKI DOKA

Sri Imelda Edo, Damianus Dao Samo

Abstract


Abstrak
Materi pecahan merupakan salah satu materi matematika yang rumit. Kerumitan pecahan tidak saja dialami oleh siswa, tetapi juga mahasiswa dan guru. Penyebabnya adalah penguasaan konsep pecahan yang rendah. Karena guru pada jenjang pendidikan Dasar memperkenalkan pecahan dengan metode ceramah dan langsung memberi contoh soal kemudian siswa mengerjakan soal latihan. Guru mengajarkan algoritma rutin dalam mengerjakan soal, Edo. I.S (2016). Metode ini dipraktekan secara turun temurun. Karena itu siswa merasa jenuh dan tidak tertarik belajar. Elly Risman (2008) mengatakan bahwa,” Ada tiga cara penyampaian yang efektif bagi anak, yakni dengan bermain, bernyanyi, dan bercerita. Sementara Pendekatan pembelajaran yang berlandaskan pada filosofi bahwa matematika merupakan aktivitas Insani adalah pendekatan Pembelajaran Matematika Realistik. Karena itu penelitian ini bertujuan untuk mengetahui bagaimana desain pembelajaran pecahan dengan menggunakan pendekatan Matematika Realistik Konteks Permainan Siki Doka (taplak). Adapun metode penelitian yang digunakan adalah Desain Riset yang dilaksanakan di SDN. Angkasa Kupang dan SDK. Kristen Tunas Bangsa Kupang pada siswa kelas III. Hasilnya adalah siswa sangat antusias dan menikmati seluruh aktivitas pembelajaran karena mereka belajar melalui kegiatan bermain, menggambar, mewarnai, menggunting dan menyusun kertas origami yang berwarna warni. Siswa bukan saja telah memahami konsep pecahan sederhana, membandingkan pecahan sederhana, dan memecahkan masalah yang berkaitan dengan pecahan sederhana tetapi juga mereka sudah terlibat dalam aktivitas yang berhubungan dengan konsep penjumlahan dan kelipatan pecahan.
Kata Kunci: Pembelajaran Pecahan, Konsep Pecahan, Perbandingan Pecahan, Pembelajaran pecahan dengan RME, pembelajaran pecahan conteks permainan tradisional.

Abstract
Fraction is one of hard subject of mathematics. Fractional complexity is not only experienced by students, but also students and teachers. They found difficulty to solve any mathematics problems related to fractions due to weak of fraction concept and disspointed learning method. Because teachers in elementary taught them using lecture method through routin algorthm. Teacher began the lessons by given short explanation, then some routin example provided on students’ text book. In the end of the lessons students did some exercise, Edo.I. S (2016). Therefore, students bored to follow all of learning process. Whereas Elly Risman (2008) said that there are three effective ways to teach children i.e. by playing, singing and storytelling. While Mathematics learning approach which assume that mathematics as human activity is Realistics Mathematics Education (RME). Therefore, this study aimed to design simple fraction learning trajectory using RME approach through traditional game namely siki Doka as a context. The Research method used in this research is Design Research which conducted in SDN Angkasa Kupang and SDK. Tunas Bangsa Kupang in the third grade students. The result showed that students were very enthusiastic and enjoy all the learning activities because they learned while playing, drawing, Coloring, cutting and arrange colorful origami paper. Students not only understand the concept of simple fractions, compare simple fractions, and solve problems related to simple fractions as well they are already involved in the activities to found the concept of fractional addition and its multiples.
Keyword: Fractional Learning, Concepts of Fraction, comparing fraction, Fractional Learning using RME approach, fraction learning using traditional game.


Keywords


Pembelajaran Pecahan; Konsep Pecahan; Perbandingan Pecahan; Pembelajaran pecahan dengan RME; pembelajaran pecahan conteks permainan tradisional; Fractional Learning; Concepts of Fraction; comparing fraction; Fractional Learning using RME; fraction

Full Text:

PDF

References


Doug, M., Clarke, Anne Roche, Mitchell Annie. (2008). 10 Practical Tips for Making Fraction Come Alive and Make Sense. Journal of the national council of teachers of Mathematics, Vol. 13 no 7.

Clarke, Doug M., Anne Roche, Annie Mitchell, and Michal Sukenik. (2006). Assessing Students Understanding of Fractions Using Task Based Interviews” In Proceeding of the 30th Conference of International Group of Psychology of Mathematics Education, pp. 44-337.

Edo, S. I. (2016). Jenis kekeliruan akibat menghafal prosedur rutin dalam melakukan operasi penjumlahan dan pengurangan pecahan. Jurnal Pendidikan Matematika MOSHARAFA, 223-233.

Freudenthal, H. (1983). Didactical Phenomenology of Mathematisc Structures New York, Boston, Dordreht, London, Moscow: Kluwer Academic Publisher

Kennedy. 1994. Guiding Childrens Learning of Mathematics. California: Wadsworth Publishing Company.

Nenden. (2010). Design Research on Developing a Beginning Understanding of Multiplication Fraction by Whole Number in Grade Five Primary School Students in Indonesia. Master Tesis. Universitas Sriwijaya.




DOI: https://doi.org/10.31980/mosharafa.v6i3.320

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Mosharafa: Jurnal Pendidikan Matematika

Indexed by:

 

Creative Commons License
Mosharafa: Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

View My Stats