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.