Pengembangan Model Situation-Based Learning pada Materi Sains di Sekolah Dasar

Situation-Based Learning (SBL) adalah pembelajaran yang terdiri dari 4 tahapan proses pembelajaran, yaitu creating mathematical situations; posing mathematical problem; solving mathematical problem; dan applying mathematics. Model pembelajaran SBL pada mulanya dikembangkan pada materi matematika. Tetapi ada kecenderungan, model pembelajaran SBL juga dapat diterapkan pada materi yang lain, misalnya materi sains di SD. Perubahan penerapan model pembelajaran ini, akan berdampak pada berubahnya desain model pembelajaran tersebut. Secara proses pembelajaran cenderung masih sama, hanya saja perlu penyesuaian di beberapa aspek terkait sifat dasar materi sains yang memang berbeda dengan sifat dasar materi matematika di SD

E-MODULE DEVELOPMENT ON RIGHTS AND OBLIGATIONS LEARNING MATERIALS TO INCREASE STUDENTS’ UNDERSTANDING AT GRADE III

This paper describes the process of e-module development on the learning material of rights and obligations to increase the understanding of class III students. The research described in this paper is developmental research (Design and Development) with the ADDIE model, which consists of five stages, Analyze, Design, Development, Implementation, and Evaluation. The validation of development products is tested through 1 media/design expert, 1 material expert, and 1 linguist. The data collection instruments in the research use validation sheets and pretest and posttest questions. E-module development on the right and obligation to increase understanding of class III students meets excellent criteria with an average percentage of validity at 91.37%. After testing the effectiveness through data processing of pretest and posttest value results, it was found that there has been an increased understanding of class III students after applying the learning media of the e-modules that have been developed. It is also indicated by the difference between the average value of the pretest and posttest results, where the value of the posttest is an average of 94.33 higher than the value the pretest by an average of 80,33. The implementation in this paper is recommended for further researchers in order to be able to develop learning media like e-modules by applying a particular learning method or a more interesting and creative application. In addition, it is also required further research validation will be applied more than once and the effectiveness tests are made on more subjects

Kemampuan Pemecahan Masalah Peserta Didik dalam Pendekatan Comprehensive Mathematics Instruction

Abstrak. Rendahnya kemampuan peserta didik dalam memecahkan masalah melatarbelakangi dilakukannya penelitian ini. Alternatif upaya untuk menyelesaikan masalah tersebut salah satunya dengan menerapkan pendekatan Comprehensive Mathematics Instruction (CMI). Tujuan dari penelitian ini yaitu pengaruh pendekatan CMI terhadap pemecahan masalah peserta didik. Digunakan metode pre-eksperimen dengan populasi yang diambil adalah peserta didik kelas V SD di Kabupeten Sumedang. Teknik pengambilan sampel melalui teknik purposive sampling, digunakan satu kelas sebagai sampel penelitian yang berjumlah 28 orang. Tes kemampuan pemecahan masalah adalah instrument yang digunakan. Hasil penelitian menunjukkan pendekatan CMI memberikan pengaruh positif terhadap kemampuan pemecahan masalah peserta didik. Kata Kunci: Pemecahan Masalah, Comprehensive Mathematics Instruction (CMI), Peserta Didik

MENEMUKAN KEMBALI RUMUS LUAS PERSEGI PANJANG DENGAN KONSTRUKTIVISME (STUDI KASUS PADA MAHASISWA PGSD)

A knowledge is the result from students' self-construction idea, which makes more meaning full of learning process. Sometimes, teachers forget to elicit students’ life experience as their prior knowledge. If this prior knowledge exposed, student will be easily received the new idea, because the students indirectly build their own knowledge. The constructivism point of learning is a teaching and learning process in such a way will make students are mentally active in construct their own knowledge, based on their cognitive structure. It must be considered how the children forming their concept in cognitive structure as the acquisition in geometry concepts. Knowing of the geometry formulas is not a guarantee that the student has thoroughly been learning about the geometry concept. On the other hand, the formula of rectangles’ area is not come instantly, but it can be reformulated by the construction of students’ prior knowledge. I brought them in a specific activity that makes them enjoy and vigorously; students are directed to find a rectangles’ formula.Keywords: constructivism, build knowledge, discovery, and rectangular formula

IMPROVING STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS ON DATA PROCESSING LEARNING MATERIALS THROUGH THE AIR (AUDITORY, INTELLECTUAL, REPETITION) LEARNING MODEL

Conveying ideas is needed to direct mathematical communication skills. In fact, mathematical communication abilities are indicated not to be maximized. Several conditions imply that the students' mathematical communication skills are less than optimal, one of which is teacher-based learning. In this paper, the research was conducted specifically to measure the improvement of students' abilities in mathematical communication by applying the AIR model to data processing learning material. The research was conducted using a quasi-experimental method with the Nonequivalent Control Group design. The results of the initial and final tests of students' mathematical communication skills indicate an improvement. The students at Grade V of SD Negeri Pataruman and SD Negeri Darmaraja I were the control and experimental classes for the research sample. Sampling was carried out using a purposive sampling technique. The results of the data analysis indicate that the students’ mathematical communication skill average score of the experimental class applying the AIR model was higher than the control class score by applying conventional learning. In the experimental class, the average score of mathematical communication skills was 43,34% in medium interpretation. Meanwhile, in the control class, the average score was 13,06% with a low interpretation. The description implies that the treatment in the experimental and control classes improves the students' mathematical communication skills differently

Model-model pembelajaran matematika

Model pembelajaran adalah bentuk pembeiajaran yang disajikan oleh guru, agar siswa dapat memahami materi yang disampaikan. Model ini nantinya digunakan guru untuk mengorganisasikan kelas, agar tujuan pembelajaran dapat tercapai dengan baik. Model pembelajaran tentunya tidak sekadar alat penyampai materi, tapi juga dapat memberikan dorongan dan minat belajar bagi siswa. Tak terkecuali pada mata pelajaran matematika. Mata pelajaran matematika umulnnya hanya mengandalkan metode konvensional berupa penjelasan yang dijabarkan oleh guru, dan siswa hanya mencatat atau menghafal rumus/konsep