Pipet, Kartu Berangka dan Pembelajaran Nilai Tempat

Laporan ini memaparkan tentang proses belajar mengajar Nilai Tempat pada kelas II di SD Negeri 98 Palembang, Sumatera Selatan, Indonesia dengan menggunakan pendekatan Realisitic Mathematics Education (RME). Pembelajaran ini melibatkan 32 orang siswa dalam dua hari.

Pada hari pertama, saya bertindak sebagai guru di kelas. Proses belajar mengajar berlangsung selama 60 menit yang dibantu oleh Ibu Maryani dan Novita Sari untuk mendokumentasikan dan membantu siswa untuk mengikuti pembelajaran. Pada pertemuan ini, kami memperkenalkan konsep Faktor Persekutuan Terbesar (FPB) kepada siswa dengan memberikan masalah realistik.

Pada observasi ini, Ibu Mariani bertindak sebagai guru di kelas. Aktivitas pembelajaran berlangsung selama kurang lebih 60 menit yang dibantu oleh Novita Sari dan saya untuk mendokumentasikan dan membantu siswa untuk mengikuti pembelajaran. Pada pertemuan ini, kami memperkenalkan konsep nilai tempat kepada siswa melalui cerita berjudul “Ibu Ros dan Pempek”.

Permen, Tepuk Tangan dan Pembelajaran KPK & FPB

Laporan ini memaparkan tentang proses belajar mengajar Kelipatan Persekutuan Terkecil (KPK) dan Faktor Persekutuan Terbesar (FPB) pada kelas V di SD Negeri 98 Palembang, Sumatera Selatan, Indonesia dengan menggunakan pendekatan Realisitic Mathematics Education (RME). Pembelajaran ini melibatkan 33 siswa dalam dua hari.

Pada hari pertama, saya bertindak sebagai guru di kelas. Proses belajar mengajar berlangsung selama 60 menit yang dibantu oleh Ibu Maryani dan Novita Sari untuk mendokumentasikan dan membantu siswa untuk mengikuti pembelajaran. Pada pertemuan ini, kami memperkenalkan konsep Faktor Persekutuan Terbesar (FPB) kepada siswa dengan memberikan masalah realistik.

Pada pertemuan kedua, di hari kedua, Novita Sari bertindak sebagai guru dan dibantu oleh Ibu Maryani dan saya untuk membimbing siswa dan mendokumentasikan proses belajar mengajar. Pada kesempatan tersebut, kami memperkenalkan konsep Kelipatan Persekutuan Terkecil (KPK) dengan menggunakan masalah realistik sebagaimana yang kami lakukan pada pertemuan pertama.

Dengan menggunakan pendekatan RME tersebut, kami memulai pembelajaran dengan sebuah masalah yang berasal dari lingkungan siswa sendiri, sesuai dengan materi pembelajaran, membimbing siswa menemukan sendiri konsep KPK dan FPB, serta memberikan kesempatan kepada siswa untuk saling berinteraksi satu sama lain.

Teaching and Learning The concept of Adding and Subtracting of Whole Numbers up to Nine Hundreds Using RME Approach in Indonesian Primary School

A.    INTRODUCTION

This observation report explains about the process of teaching and learning adding and subtracting up to nine hundreds without saving at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach with stone and arrow cards as a model of and model for respectively. This activity involved 35 pupils.

In this observation, I was a teacher in the classroom. The teaching and learning activities ran about 60 minutes. When I was teaching, I also did documentation and guided the students to follow the instruction. In this meeting, I introduced the concept of addition up to nine hundreds to the students through telling the story titled “Perjalanan Si Bolang”.

 

B.     DISCUSSION FINDINGS

I conducted my observation in SD Negeri 98 Palembang, a public primary school located at K.H.A. Azhari street, 14 Ulu, Palembang on the 8^th of October, 2011. It is one of the public primary schools in Palembang that has been applying PMRI in the classroom.

When I met with Mrs. Ningcik, as she called, she said that the students at grade III start their lesson in the noon, around 1.20 p.m. Presently, the topic for mathematics subject is adding up to one thousands. But than, she suggested me to start with adding without saving. By discussion with her, either by phone or message, I also told her that I am planning to use story as a context in teaching the concept of adding up to one thousands and she agreed with it.

 

C.    GOAL OF OBSERVATION

The goal of this research is to make students understand the concept adding up to nine hundreds without saving by using Realistic Mathematics Education Approach.

“pempek” Story, Straws and Arrow Cards in Teaching and Learning Place Value Concept at Grade II

 A.    INTRODUCTION

This observation report explains about the process of teaching and learning place value at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach with straws and arrow cards as a model of and model for respectively. This activity involved 32 pupils.

In this observation, Mrs. Mariani was a teacher in the classroom. The teaching and learning activities ran about 60 minutes which was helped by Novita Sari and me for documenting and guiding the students to follow the instruction. In this meeting, we introduced the concept of place value to the students through telling the story titled “Ibu Ros dan Pempek”.

B.     GOAL OF RESEARCH

The goal of this research is to make students understand the concept of place value by using Realistic Mathematics Education Approach.

C.    RESEARCH FINDING

1.      Discussion Result

This research conducted in SD Negeri 98 Palembang, a public primary school located at K.H.A. Azhari Street, 14 Ulu, Palembang on the 23^th of September, 2011. It is one of the public primary schools in Palembang that has been applying PMRI in the classroom. Before my friend Novita sari and I, went to this school for conducting our research, we had had discussion with Mrs. Mariani as a teacher at grade II. From the discussion, we have a deal that Mrs. Mariani will be a teacher in the class and Novita sari and I will help her to guide the students in the group.

Teaching and Learning Greatest Common Factor (GCF) and Least Common Multiple (LCM) at Grade V Using RME Approach

 A.    INTRODUCTION

This observation report explains about the process of teaching and learning Greatest Common Factor (GCF) and Least Common Multiple (LCM) at SD Negeri 98 Palembang, South Sumatera, Indonesia by using Realistic Mathematics Education Approach. This activity involved 33 pupils in two days.

In the first meeting, I was a teacher in the classroom. The teaching and learning activities ran about 60 minutes which was helped by Mrs. Maryani and Novita Sari for documenting and guiding the students to follow the instruction. In this meeting, we introduced the concept of Greatest Common Factor (GCF) to the students by giving the realistic problem.

In the Second meeting, in the second day, Novita Sari acted as a teacher and helped by Mrs. Maryani and me to guide the students and document the teaching and learning process. In this chance, we introduced the concept of Least Common Multiple (LCM) by using the realistic problem as we did in the first meeting.

B.     GOAL OF RESEARCH

The goal of this research is to make students understand the concept of Greatest Common Factor and Least Common Multiple by using Realistic Mathematics Education Approach.