Preliminary Design: design the instructional scenario by researcher team and the teacher.Īt this stage, the research team analysed the curriculum related to material that would be reviewed, which is the measurement angle, formulated learning goals and learning indicators, defined the context of the approach used and designed learning activities that was going to be carried out.īased on analysis of the curriculum, comparing angles is material taught in grade fourth semester 1 with the competency standards is use measurement of angle, length and weight in problem solving and basic competence is to determine the angle by non-standard units and degrees units.This was conducted for designing learning of knowing and comparing angle that would be taught using “ senam tangan” activity and tool media which was developed by the researchers and teacher. The material analysed was knowing and comparing angle for pupils in grade 4 SDN 179 Palembang. Here, researchers try to use “senam tangan” and tool media that made of ropes and styrofoam to bridge between the informal and formal knowledge of pupils in the material of angle.įurthermore, we will describe about how the researchers and teacher designed the teaching and learning process, implemented the design and conduct a retrospective analysis of learning design in the section below. The material chosen by researchers in developing the design of teaching and learning at the time is measurement, with sub material angel measurement. This underlies us to make a design of teaching and learning in elementary school using IRME approach. Therefore, to make conceptual understanding of pupils, teacher should make the condition of meaningful learning that can be reached by using IRME approach. It is also supported by another Freudenthal statement which is teaching and learning happen only if it is meaningful for the pupils.(Wijaya, 2008). Teaching and learning process in RME emphasize the importance of meaningful concept in mathematics for pupils. Nowadays RME is also developing in Indonesia namely Indonesia Realistic Mathematics Education (IRME). This statement is also a base of development of Realistic Mathematics Education (RME), a mathematical learning approach which comes from The Netherland. Through this statement, Freudenthal wanted to show that Mathematics is not a product which teacher can give to the pupils directly, but as a form of activity in constructing mathematical concept (Wijaya, 2008). “Mathematics is a human activity” is considered to be a familiar statement expressed by Hans Freudenthal.
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