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Learning Design of PMRI 4:“Should be conducted second election of president
class?”(Description Learning Percentage in Class 5A SD IBA Palembang)
By:
Sari Saraswati
International Master Program on Mathematics Education (IMPoME) 2013
Sriwijaya University
Why should the percentage be taught in primary school?
Percentage is one of important materials in mathematics
Implementation of percentage are many implemented in daily life
They can do operation in percentage quickly, however they get difficulty to explain about percentage
Observation
Who?When
?Where
?
25 students of grade 5 SD IBA Palembang
Tuesday, 24
September 2013
The aimed of learning design and observation as bellow:
Describing learning of percentage materials using PMRI approach in class 5A SD IBA Palembang.
Giving experience for observers to design and implement the percentage using PMRI approach.
Learning Design
Preliminary Design
Teaching Experiment
Retrospective Analysis
Analysis Curriculum
PRELIMINARY DESIGN
Deciding the
material
Deciding the goals
Deciding indicator
The students
can convert
the fraction become
percentage
Converting the
percentage
Competency
Standards
using fraction in problems solving
Basic Competence
change the fraction to
be percentage,
decimals and
opposite of it
Converting the
fraction become
percentage
Preliminary Design
Use of Context
students’ contributio
ninteractivity
use of model
intertwining
Election of president
class
stimulate with the
questions
model of and model
for
Equivalent Fraction
In the beginnin
g
In main activitie
s
In the end
Will be grouped
to discuss solving
of problem
then present it
make conclutions Icebe
rg
The students was given stimulation the election problem and they had to do experiment to show that is need or not to conduct the second election.
The students shaded the grid paper and compared it.
The students write the value of fraction from figure that had been shaded then concern to the way to change the fraction become percentage.
The students find the way to change the fraction to be percentage.
Figure 1. Iceberg
Teaching Experiment
Activity 1
Determine the fraction from the grid paper which is show the particular number of elector in the election of president class
Activity 2
Comparing the fraction from activity 1 and determine thepercentage of it
Before activity 1, the students role played in the election of president class.
The teacher explained that the phase of this election is the students put the card into the box that appropriate the elector.
Then, each candidate guided calculating the result of the elector appropriate with their color.
the students shaded the grid paper based on the result of the data, then compared the figure 1 and figure 2 in the students’ worksheet.
Activity 1
In the activity 1, was found that some students were confused to shade between the number of square in students’ worksheet the number of elector in the election of president class
they did not understand the instruction. The other difficulty is found when the students presented the
fraction from the grid paper that has shaded by them.
the students compared the fraction most of the groups concluded that the value of figure 1 and
figure 2 are equivalence fraction.
Activity 2
they got the result of elector in the election of president class in percentage
they can conclude that the second election did not conducted.
Retrospective Analyze In general, the learning that had been conducted well appropriate with
the design that had been made. The students also focused toward the teacher’s instruction when the
learning process. The condition in class could handle well by the teacher such that the
learning process to be smooth in class. The five characteristics of PMRI has been achieved:
- use of context
- use of model
- interactivity
- intertwining
- students’ own creation and contributions
Use of context
election of president class
Use of model
state the number of the squares that had been shaded was
appropriate with the number of elector.
when they shaded the figure in the students’ worksheet and represented
the value in fraction.
This is because the students are not careful to shade the number of the
squares appropriate with the result of elector
the students did not know that 1 square in figure 1 is equivalence with 4 squares in figure 2 such that they was difficulty to
calculate the number that had to shade in figure 2.
Interactivity When the students discussed again the answer with
their members in group such that there is the interaction and communication between the members.
It show that
there is interactivity
in learning process.
Intertwining
When the students compared the fraction in figure 1 and figure 2, they can state that the fraction from both of figure are equivalence.
It is show that the students can connect the percentage material with simplify the fraction such that their knowledge to be develop well (intertwining).
students’ own creation and contributions In the last activity, the students can conclude the way
to change the fraction become percentage, however they get difficulty to explain in the reasoning questions.
most of students can mention the examples of percentage which are related with their life.
They also can find the way to change the fraction become percentage by their own way well.
This is show that the characteristic of PMRI which is students’ own creation and contributions have achieve, it have include the students to find the concept by own way.
Conclusion
Based on the design and process of learning that had been conducted in class 5A SD IBA Palembang, it can conclude that as bellow: Through PMRI approach, the students can
understand the concept of percentage and the way to change the fraction become percentage.
Using the grid paper, the students can find the way to change the fraction become percentage.