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ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA KURIKULUM CAMBRIDGE KELAS IV DI SD MUHAMMADIYAH MANYAR GRESIK

Safitri, Refiani Anugerah (2019) ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA KURIKULUM CAMBRIDGE KELAS IV DI SD MUHAMMADIYAH MANYAR GRESIK. Undergraduate (S1) thesis, University of Muhammadiyah Malang.

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Abstract

It is the fact that mathematic learning process applied in schools is delivered through teaching theory, following by examples and completed by some exercises. Such learning process might make students become passive individuals since they are equipped only with theory as an instant way of solving problems. They might not know how certain concept can be used in solving actual problems that is one cause of students’ low understanding and reasoning ability. In order to minimize such impact, students need to be accustomed to use their own thoughts in solving problems. One suitable curriculum to be applied is Cambridge Curriculum. This study aims to describe the mathematic learning process that uses Cambridge curriculum in Class IV, the problems obtained during the learning process and the solution used to overcome the problems in inplementing Cambridge curriculum during the learning process in class IV of SD Muhammadiyah Manyar in Gresik. This study is conducted by using descriptive qualitative method. Source of data: coordinator of ICP class (International Class Program) dan The cambridge mathematic teachers in SD Muhammadiyah Manyar. This study is conducted during the second semester of 2018/2019 academic year through interviews, observation and documentation as ways to collect the data of mathematic learning process that uses cambridge curriculum applied in class IV of SD Muhammadiyah Manyar Gresik. The result of this study shows that: (1) Cambridge mathematic learning consists of framework and lesson plan. The learning process uses bar model as the distinguished characteristics of cambridge Mathematic learning and focuses on problem solving exercises given in the worksheet and cambridge exam. (2) problems obtained which are some students have difficulties in understanding the lesson, there are also students leave the ICP class to join another school, some teachers have lack of fluency in speaking english and some difficult Mathematic terms used in cambridge mathematics. (3) Some solutions used to resolve the problems obtained include peer tutoring, giving encouragement to parents in supporting students to complete the study in ICP class until grade 6, encouraging the teachers to become active english speakers and be well prepared in teaching lesson to students.

Item Type: Thesis (Undergraduate (S1))
Student ID: 201510430311053
Keywords: Mathematic learning, cambridge Curriculum
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Faculty of Teacher Training and Education > Department of Elementary Teacher Education (86206)
Depositing User: Retno Widiyastuti Ika Wijaya
Date Deposited: 23 Apr 2019 01:08
Last Modified: 23 Apr 2019 01:08
URI : http://eprints.umm.ac.id/id/eprint/45949

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