Designing a Learning Trajectory of Area and Perimeter of Flat Shapes with Realistic Mathematics Education Approach for Fourth Grade Elementary School

Purwati Purwati, Zetra Hainul Putra, Eddy Noviana

Abstract


This study was motivated by the lack of students' understanding of the concept of learning mathematics in elementary schools in measuring the area and perimeter of flat shapes. Therefore, the researchers designed and developed a learning trajectory of area and perimeter of flat shapes, square and rectangle, with Realistic Mathematics Education approach. The study used design research as methodological approach consisting of three phases, the preparatory phase, the experimental phase, and the retrospective analysis phase. The learning trajectory was tested with 14 students, 4 students for one to one and 10 students for experimental process. The data were gathered from interviews with several students, observations from videos during the learning process, and analysis of students' worksheets. The findings of the study showed that the learning trajectory of area and perimeter of flat shapes with Realistic Mathematics Education approach triggered students to develop their mathematical reasoning on the concept of area and perimeter of flat shape, square and rectangle.

Full Text:

PDF

References


Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Reidel Publishing.

Freudenthal, H. (1991). Revisiting mathematics Education: China lecturers. Kluwer Academic Publishers.

Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In Educational design research (pp. 29–63). Routledge.

Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Technipress.

Iranti, A. D., Asih, S. R., Putra, Z. H., & Alim, J. A. (2023). Peningkatan Pengetahuan Tentang Garis Bilangan Melalui Permainan Loncat Garis. Indonesian Journal of Science, Technology, Engineering, Art, and Mathematics Education, 2(1), 25–33. https://ijsteame.ejournal.unri.ac.id/index.php/ijsteame/article/view/12

Khalil, M., Farooq, R. A., Çakiroglu, E., Khalil, U., & Khan, D. M. (2018). The development of mathematical achievement in analytic geometry of grade-12 students through GeoGebra activities. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1453–1463. https://doi.org/10.29333/ejmste/83681

Lestari, S., Syahrilfuddin, S., Putra, Z. H., & Hermita, N. (2019). The effect of realistic mathematic approach on students’ learning motivation. Journal of Teaching and Learning in Elementary Education, 2(2), 145–156. https://doi.org/10.33578/jtlee.v2i2.7335

Lisnani, L. (2017). Desain Materi Bangun Datar Menggunakan Origami Berkonteks Tangram di SD Kelas II. Suska Journal of Mathematics Education, 3(1), 33. https://doi.org/10.24014/sjme.v3i1.3504

Pratiwi, R. (2018). Desain Pembelajaran Materi Luas Bangun Datar Menggunakan Tangram Di Kelas IV. Jurnal Inovasi Pendidikan, 8(2), 46–59.

Puspasari, L., Zulkardi, Z., & Somakim, S. (2015). Desain Pembelajaran Luas Segi Banyak Menggunakan Tangram Berpetak di Kelas IV. Jurnal Inovasi Pembelajaran, 1(2), 150–162. https://doi.org/10.22219/jinop.v1i2.2566

Putra, Z. H., Darmawijoyo, D., Putri, R. I. I., & den Hertog, J. (2011). Supporting first grade students learning number facts up to 10 using a parrot game. Journal on Mathematics Education, 2(2), 163–172. https://doi.org/https://doi.org/10.22342/jme.2.2.776.163-172

Rahmayani, W., Putra, Z. H., & Noviana, E. (2021). Desain lintasan belajar kubus dan balok dengan pendekatan Pendidikan Matematika Realistik Indonesia di kelas V sekolah dasar. Kontinu: Jurnal Penelitian Didaktik Matematika, 5(2), 88–110. https://doi.org/10.30659/kontinu.5.2.88-110

Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. 40, 927–939. https://doi.org/10.1007/s11858-008-0125-9

Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning : An elaboration of the hypothetical learning trajectory. Mathematical Thinking and Learning, 6(2), 91–104. https://doi.org/10.1207/s15327833mtl0602

Sugiyono. (2019). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan). Alfabeta.

Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.), Realistic mathematics education in primary school: On the occasion of the opening of the Freudenthal Institute (pp. 21–56). Technipress.

van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In Encyclopedia of mathematics education. Springer Netherlands.

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89, 41–65. https://doi.org/10.1007/s10649-015-9595-1

Winanda, W., Putra, Z. H., & Zufriady, Z. (2020). Pengaruh model pembelajaran kooperatif dengan bantuan media tulang Napier terhadap hasil belajar matematika siswa kelas III SD IT Diniyah Pekanbaru. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 3(2), 250–260. https://doi.org/http://dx.doi.org/10.31258/jta.v3i2.250-260

Yuberta, K. R., Zulkardi, Z., Hartono, Y., & Galen, F. Van. (2011). Developing Student’s Notion of Measurement Unit For Area. Journal on Mathematics Education, 2(2), 173–184. https://doi.org/10.22342/jme.2.2.775.173-184

Zacharos, K. (2006). Prevailing educational practices for area measurement and students’ failure in measuring areas. The Journal of Mathematical Behavior, 25(3), 224–239. https://doi.org/10.1016/j.jmathb.2006.09.003




DOI: http://dx.doi.org/10.30659/kontinu.7.1.63-75

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Purwati Purwati, Zetra Hainul Putra, Eddy Noviana

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons - Attribution-NonCommercial-ShareAlike 4.0 International License.

Jurnal Kontinu diterbitkan oleh Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidkan (FKIP), Universitas Islam Sultan Agung (Unissula).

Contact us: GKB Lantai 2, FKIP Unissula Jl. Raya Kaligawe Km.4 Terboyo Kulon, Genuk, Semarang 50112. Email: kontinu.pendmat@unissula.ac.id