Dwi Afrini Risma, Ratu Ilma Indra Putri,
& Yusuf Hartono
International Education Studies; Vol.6, No.
9; 2013; ISSN 1913-9020; E-ISSN 1913-903
Published by Canadian Center of Science and Education
Published by Canadian Center of Science and Education
The research
written by Dwi Afrini Risma aims at studying on how the building block activity
supports the development of students’ spatial visualisation. In addition, the
researcher was also interested to explore how students visualise and interpret
the building blocks and teacher’s roles in developing the way students
interpret and visualise the building blocks.
This research
was done under design research methodology, conducted at grade 3 SDN 117 Palembang by involving 39 students whose ages ranging from 9 to 10 years and a teacher as research subject. The learning activities in this
study were generally designed to help students develop their spatial visualisation ability. There were five instructional activities designed by researcher in this
study.
However, in journal (International Education Studies; Vol.6, No. 9; 2013, published
by Canadian Center of Science and Education) researcher merely presented one of
those activities which conducted in a second cycle of an explanatory teaching
experiment. In such activity, called building block activity, students worked
on spatial visualisation task by exploring building blocks. Students were
provided with wooden cubes and worksheet. Then, they should construct the cubes
to be some buildings which were appropriated with the instruction given in the
worksheet. The purpose of this activity
is to enable the students to make connection between different views of the
building blocks and to identify the side views (front view, back view, and
right view) and the top view of the building blocks.
The researcher conducted this activity
in two meetings (2x35 minutes). The
students worked in small groups, consisting 3-4 students in each group, to solve
three problems. The first given problem as follows:
In the first meeting, the
researcher started the learning by introducing the context and problem that
should be solved by the students. In the first problem, students were asked to
construct a building blocks from small blocks as shown in worksheet (as the
following figure) and then drew its side views and top view. In the second
problem, students have to construct their own building blocks consisting 5
wooden cubes and then drew its side and top views. Whilst the third problem was
presented in the second meeting conducted ten days later. In this problem,
students should work individually to construct their own building blocks from
four blocks and then drew its side and top views.
After conducting the instructional activities, the researcher observed
that the way students visualized and interpreted the building blocks were
increased. The researcher, therefore, concluded that spatial visualisation
activities such as visualize the building blocks support the development of
students’ spatial ability.
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