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Pembelajaran Bangun Ruang Melalui Strategi Inquiry Untuk Meningkatkan Kemampuan Representasi Matematik Siswa Kelas V SD Negeri 2 Genteng

Ayu Damayanti, Aprilia (2012) Pembelajaran Bangun Ruang Melalui Strategi Inquiry Untuk Meningkatkan Kemampuan Representasi Matematik Siswa Kelas V SD Negeri 2 Genteng. Other thesis, University of Muhammadiyah Malang.

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Abstract

Learning mathematics in geometric material especially cubes and blocks implemented by teachers tend to use conventional approaches. Students tend to memorize the formula given by the teacher. Students are given the opportunity to find their own concept of geometric. This problem affects the minimum student’s ability on mathematical representations. Therefore, serious efforts are needed to improve their mathematical representations and to build students' understanding and student’s activity learning toward cubes and blocks. This study is aimed to describe inquiry learning design which can increase students’ ability on mathematical representations graders in class V-A SD Negeri 2 Genteng on the subject of geometric especially cubes and blocks. The approach used in this study is a qualitative approach with class treatment research design. This study was conducted in class V-A SD Negeri 2 Genteng with 26 students. The three students as the interview subjects which consists of 1 high ability students, one student was medium ability, and one is low-ability students. The selection of interview subjects is based on the test results and input from teachers. Based on the results of study it is obtained that the geometrical learning through inquiry strategies that can enhance students' ability to do mathematical representation can be conducted with the following steps: observation, formulating problem, make hypothesis, collect data or search for information, testing hypotheses, and making inferences in their learning which is conducted in two cycles. In each meeting, learning steps carried out in three stages of learning; they are introduction, core activities and closing. Introduction activities include: (1) teachers and students create an intimate atmosphere with frequently asked questions about the news and pray together, (2) the students formed into groups to learn, to resolve the problem to be solved together. Core activities, namely (1) the students listen to the topics and learning objectives to be achieved, the steps that must be taken to achieve the learning objectives, and explanation of the importance of subject and learning activities to be performed, (2) each group receives props and LKS and (3) teacher guides and directs students to formulate the problem with a few questions, (4) students made a temporary answer to the problem that will be formulated, then teacher asked the students to understand the exercises on LKS and asked them to explain the meaning of the exercises by using picture representation, symbols or verbal, (5) students are asked to do LKS in groups by using props. Students help each other and work together to improve their concrete representations, images, and symbols, (6) the students presented the results of data processing. In this stage, students ability in verbal representation is trained, (7) students make a conclusion from what has been found with the guidance of teachers. Pictorial, symbolic and verbal representations ability of students developed. Closing activities include: (1) teachers conducted evaluation in relation with taught learning, such as student response during learning and assigning tasks, (2) ending the learning. This is demonstrated by the increment in the average scoring ability on mathematical representations (42.31% initial test, the final test of treatment I 65.38%, final test of treatment II 76.92%) from cycle I to cycle II is 11.54%. This was reinforced by the result of observation on students and teachers activity during the learning process in which included in "Very Good" category.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of Mathematics Education (84202)
Depositing User: Gusti Vani Putri Cahya
Date Deposited: 04 Feb 2015 04:31
Last Modified: 04 Feb 2015 04:31
URI : http://eprints.umm.ac.id/id/eprint/15636

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