KONTEKS PEMILIHAN KETUA KELAS PADA MATERI PERSENTASE: DESAIN PEMBELAJARAN DENGAN PENDEKATAN PMRI

Sari Saraswati* -  Universitas Hasyim Ashari Tebuireng, Jombang, Indonesia
Andi Harpeni Dewantara -  Institut Agama Islam Negeri IAIN Bone, Indonesia

DOI : 10.30863/didaktika.v14i1.775

This study aims at investigating how the context of class leader selection can support the fifth graders’ understanding of the percentage concept. The research method is design research which consists of 3 stages, namely preliminary design, teaching experiment and retrospective analysis. The research subjects involved fifth grade students at an elementary school in Palembang in which 6 students were in the pilot experiment and 25 students involved in the teaching experiment. Data were collected through tests, interviews, documentation and field notes. The results shows that the implementation of Realistic Mathematics Education (RME) approach using class leader selection context could create a more enjoyable and meaningful percentage learning. The resulting learning trajectory consists of two learning activities; playing the role of class leader election as well as the second round class leader election proved to be able to support students' understanding of the concept of percent from the informal level to the formal level.

Keywords: percentage; PMRI; class leader election 
  1. Afriansyah, E. (2012). Implementasi PMRI dalam Materi Sifat Komutatif dan Asosiatif pada Bilangan Bulat untuk Level Siswa SD/MI. Mosharafa: Jurnal Pendidikan Matematika, 1(2), 67–72.
  2. Bakker, A. (2004). Design Research in Statistics Education: On Symbolizing and Computer Tools. Utrecht, the Netherlands: CD Beta Press.
  3. Bu, L., & Marjanovavich, A. (2017). Percentge and Milk Fat. Mathematics Teaching in the Middle School, JSTOR, 22(8), 472–479.
  4. Cincinatus, R. B., & Sheffet, M. (2016). “ With Percentages the 100 is Always in the Denominator ”: From the Field to Pre- service Teachers To cite this article : “ With Percentages the 100 is Always in the Denominator ”: From the Field to Pre-service Teachers. International Journal of REsearch in Education and Science (IJRES), 2(3), 143–155.
  5. Dewantara, A. H., & Saraswati, S. (2014). Penggunaan Pemahaman Intuitif Siswa Kelas 5 SD dalam Menyelesaian Masalah Persen. In Suparman, Sugiyarto, & T. Herawan (Eds.), Prosiding Seminar Nasional Sendikmad: Revitalisasi Pendidikan Matematika Menuju AFTA 2015 (1st ed., Issue 1, pp. 738–750). Universitas Ahmad Dahlan.
  6. Fosnot, T. F., & Dolk, M. (2002). Young Mathematicians at Work: Constructing Fractions, Decimals, and Percents. Portsmouth: Heinemann.
  7. Galen, F. van, & Eerde, D. van. (2013). Solving Problems with The Percentage Bar. IndoMS. J.M.E, 4(1), 1–8.
  8. Gani, M. A., Tengah, K. A., & Said, H. (2019). Bar Model as Intervention in Solving Word Problem Involving Percentage. International Journal on Emerging Mathematics Education, 3(1), 69–76.
  9. Gravemeijer, K, & Cobb, P. (2006). Design Research from a Learning Design Perspective. Educational Research, 17–51.
  10. Gravemeijer, Koeno, & Eerde, V. (2009). Design Research as a Means for Building a Knowledge Base for Teachers and Teaching in Mathematics Education. The Elementary School Journal, 109(5). https://doi.org/10.1086/596999
  11. Koay, P. L. (1998). The Knowledge of Percent of Pre-Service Teachers. The Mathematics Educator, 3(2), 54–69.
  12. Ningsih, S., Putri, R. I. I., & Susanti, E. (2017). The Use of Grid 10 x 10 in Learning The Percent. Mediterranian Journal of Social Sciences (MCSER), 8(2), 113–120. https://doi.org/10.5901/mjss.2017.v8n2p113
  13. Ningtyas, Y. D. W. K. (2016). Penggunaan Batang Persen untuk Menyelesaikan Permasalahan tentang Persen. Konferensi Nasional Penelitian Matematika Dan Pembelajarannya I Universitas Muhammadiyah Surakarta, 469–476.
  14. Rianasari, V. F., Budayasa, I. K., & Patahuddin, Si. M. (2012). Supporting Students ’ Understanding of Percentage. IndoMS. J.M.E, 3(1), 29–40.
  15. Sarumaha, Y. A., Putri, R. I. I., & Hartono, Y. (2018). Percentage Bar: A Model for Helping Fifth Grade Students Understand Percentages. Moshrafa: Jurnal Pendidikan Matematika, 7(2), 155–166.
  16. Sembiring, R. K., Hadi, S., Zulkardi, & Hoogland, K. (2010). The Future of PMRI. In R. . Sembiring, K. Hoogland, & M. Dolk (Eds.), A decade of PMRI in Indonesia (pp. 189–190).
  17. Van den Heuvel-Panhuizen, M. (2003). The Didactical Use of Models in Realistic Mathematics Education: an Example from a Longitudinal Trajectory on Percentage. Educational Studies in Mathematics, 54(1), 9–35.
  18. Zulkardi. (2002). Developing a Learning Environment on Realistic Mathematics Education for Indonesian Student Teachers. University of Twente, Enschede.

Full Text:
Article Info
Submitted: 2020-06-12
Published: 2020-09-04
Section: Artikel
Article Statistics: 172 844