Andi Harpeni Dewantara, 2013
This study aims at
developing an instructional program that enables students to discover the
concept of division through performing division activity using manipulative as
a meaningful way. Manipulative used
in supporting the learning activities
was a set of manipulative
consisting of several boxes and some straws.
This class observation
was conducted in two meeting at grade IVA MIN 2 Model Palembang by involving 31
students as research subject. RME underlies the design of context and
activities used in this classroom observation.
The learning activities were generally designed to help students explore
their idea about the concept of division, specially in dividing two-digit number
(hundreds) without remainder which was discussed in this observation. There are
four activities designed by observer in this study; those are:
Activity
1
Performing division by using context group division.
In such
activity, students were asked to divide 30
students into some groups
with the same number
of members in each. Then, they should illustrate
it in worksheet. From
the results of group
discussions, the students performed
the division
of 30
students into several groups
by using different ways. Some groups divided students into
6 groups, so
each group
consisted
of 5 people. While ohers
divided into 5 groups with 6 members
in each.
This stage is called as
referential level or model-of, in which the
model and the strategy refer to the situation described in the problem illustrated in the form of writing or
drawing as some
students’ works below:
Activity 2
Performing
division by using context of the distribution of meat. Students were asked to divide
96 kg of meat to 4 RT. By
using manipulative, students
who worked in group were asked
to demonstrate the division activity. Then, they should illustrate
it in worksheet as the use of model-of stage. All five
groups wrote the same answer, that each RT gets 24 kg of
meat since they found that
there are 24 straws in each box. These results were obtained
after they perform the division of 96 straws to 4 boxes. They split the straws for 6 stages. In the first stage they split 10 straws in each box, so that the remaining straw was 56 pieces. Next in the they
repeated the same way to split10 straws into each
box. In the third phase, students put 1 straw into
each box, and repeated such way until the 6th
stage so that the remaining 16 straws eventually split out into 4 boxes.
Activity
3
Students
were directed to write
model-for
division by completing some questions about algorithm of alternative division by
Showder (1998) in the worksheet. Continuing the activity 2, it was concluded that the process of division what they did was repeated subtraction process, coming up in form 96 – 40 – 40 –
4 – 4 – 4 – 4 = 0. This means that students could learn the concept of division from informal to
the formal level.
Activity 4
Teacher
held the mathematics congress to
strengthen students' understanding
of division algorithm. The teacher
also emphasized that
the alternative division algorithm they learned
was to assist them in understanding the
concept of division as well as assist
them in performing division operations efficiently.
To conclude, context
and activities designed above can become the concrete situation for students to
learn division, developing from informal level starting with
the presentation of realistic contexts which are very real for the students
to the formal level by introducing the
formal division algorithm.
By using manipulative, students can undertake
the process of division situationally before continuing to model-of and model-for levels.
So that in this learning
process the students can
construct their own minds in
understanding the basic concept
of division as repeated subtraction process.
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