Skip to main content Skip to main navigation menu Skip to site footer
Beta: Jurnal Tadris Matematika
Articles
DOI: 10.20414/betajtm.v16i1.555
Submitted: 2022-11-11
Published: 2023-05-31

Developing instructional props to reinvent the area of parallelogram and triangle in online learning

Universitas Mataram
University of Mataram
Universitas Mataram
Universitas Mataram
Props Parallelogram Triangle Online learning Elementary school

Galleys

Abstract

[English]: For elementary school students who are still in the stage of concrete thinking, the concept of area in geometry is an abstract idea. In order to bridge the gap between concrete thinking and abstract thinking, teaching aids such as props are necessary. However, props are mostly used in face-to-face lessons, while the pandemic has forced learning to be conducted online. Employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study developed a prop and instructions for using it to help students understand the area of parallelograms and triangles for online learning. Data for this study were collected through observation, interviews, validation sheets, and tests. The tryout of the props involved 281 elementary school students. The result of the study shows that the developed teaching prop provides consistent results in different classes. In addition, this prop and its manual are also effective for online learning, so teachers can use them as alternatives to assist students in reinventing the formula of the area of parallelograms and triangles.

[Bahasa]: Konsep luas pada materi geometri matematika di sekolah dasar merupakan hal yang abstrak untuk peserta didik yang masih dalam tahap berpikir konkrit. Untuk menjembatani perbedaan tahap berpikir diperlukan alat bantu belajar seperti alat peraga dalam pembelajaran. Namun, alat peraga kebanyakan digunakan pada pembelajaran tatap muka, sementara pandemi menyebabkan pembelajaran harus dilakukan secara daring dari rumah. Penelitian ini mengembangkan alat peraga dan petunjuk penggunaannya untuk membantu peserta didik menentukan luas jajar genjang dan segitiga dalam pembelajaran daring. Penelitian ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Instrumen pengumpulan data terdiri dari lembar observasi, pedoman wawancara, lembar validasi dan tes pemahaman luas jajar genjang dan segitiga. Uji coba alat peraga melibatkan 281 siswa sekolah dasar. Hasil penelitian menunjukan bahwa alat peraga yang dikembangkan memberikan hasil yang konsisten di berbagai level kelas. Selain itu, alat peraga dan petunjuk penggunaannya juga efektif digunakan dalam pembelajaran daring sehingga dapat dijadikan referensi untuk membantu peserta didik dalam menemukan kembali rumus luas jajar genjang dan segitiga.

Downloads

Download data is not yet available.

References

  1. Abbas, N., & Zakaria, P. (2018). The implementation of mathematics props-based learning on geometry concept. Journal of Physics: Conference Series, 1028. https://doi.org/10.1088/1742-6596/1028/1/012157
  2. Agusta, E. S. (2020). Peningkatan pemahaman konsep keliling dan luas bangun datar pada siswa kelas VII-2 MTsN 28 jakarta dengan menggunakan alat media realia. Jurnal Balai Diklat Keagamaan Jakarta, 1(1), 43–51. https://doi.org/10.53800/wawasan.v1i2.29
  3. Ahmad, S. (2021). Geometry learning with Indonesian realistic mathematics education approach. Elementary School Journal, 11(4), 393–405. https://doi.org/10.24114/esjpgsd.v11i4.33331
  4. Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68–72. http://www.aijcrnet.com/journals/Vol_5_No_6_December_2015/10.pdf
  5. Alodwan, T., & Almosa, M. (2018). The effect of a computer program based on analysis, design, development, implementation and evaluation (ADDIE) in improving ninth graders’ listening and reading comprehension skills in english in jordan. English Language Teaching, 11(4), 43–51. https://doi.org/10.5539/elt.v11n4p43
  6. Andriani, P. (2015). Penalaran aljabar dalam pembelajaran matematika. Beta: Jurnal Tadris Matematika, 8(1), 1–13. https://jurnalbeta.ac.id/index.php/betaJTM/article/view/20
  7. Cavanagh, M. (2007). Year 7 students' understanding of area measurement. In K. Milton, H. Reeves, & T. Spencer (Eds.), Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc (pp. 136-143). Australian Association of Mathematics Teachers. https://www.researchgate.net/profile/Michael-Cavanagh-2/publication/237609107_Year_7_students'_understanding_of_area_measurement/links/0f3175339d5858493b000000/Year-7-students-understanding-of-area-measurement.pdf
  8. Dewi, W. A. F. (2020). Dampak covid-19 terhadap implementasi pembelajaran daring di sekolah dasar. Jurnal Ilmu Pendidikan, 2(1), 55-61. https://doi.org/10.31004/edukatif.v2i1.89
  9. Durak, G., & Ataizi, M. (2016). The ABC’s of online course design according to Addie Model. Universal Journal of Educational Research, 4(9), 2084–2091. https://10.13189/ujer.2016.040920
  10. Haryani, T. M., Putri, R. I. I., & Santoso, B. (2015). Desain pembelajaran dalam memahami konsep luas menggunakan kain motif kotak-kotak di kelas III. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(1), 50. https://10.15294/kreano.v6i1.4503
  11. Hoong, L. Y., Phyllis, J., Hui Ling, L., Tan Yi Wei, F., Ayuni Binte Hassan, H., & Hui Yih Source, T. (2012). Lesson study on the area of a parallelogram for Year 7 students. The Australian Mathematics Teacher, 68(2), 14–21. http://hdl.handle.net/10497/15581
  12. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding children’s learning of mathematics (11th ed.). Belmont: Thomson/Wadsworth.
  13. Lestiana, & Kurniasih, R. (2016). Alat peraga konsep luas bangun datar. PRISMA, Prosiding Seminar Nasional Matematika, 36–43. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21423
  14. Marchis, I. (2012). Preservice primary school teachers’ elementary geometry knowledge. Acta Didactica Napocensia, 5(2), 33–40. https://eric.ed.gov/?id=EJ1054293
  15. Muchlis, F., Sulisworo, D., & Toifur, M. (2018). Pengembangan alat peraga fisika berbasis internet of things untuk praktikum hukum newton II. Jurnal Pendidikan Fisika, 6(1), 13–19. https://doi.org/10.26618/jpf.v6i1.956
  16. Olivia, C., Deniyanri, P., & Meiliasari. (2013). Mengembangkan pemahaman relasional siswa mengenai luas bangun datar segiempat dengan pendekatan PMRI [Paper presentation]. Seminar Naional Matematika dan Pendidikan Matematika, Yogyakarta. https://eprints.uny.ac.id/10740/
  17. Purwadi, I. M. A., Sudiarta, I. G. P., & Suparta, I. N. (2019). The effect of concrete-pictorial-abstract strategy toward students’ mathematical conceptual understanding and mathematical representation on fractions. International Journal of Instruction, 12(1), 1113–1126. https://doi.org/10.29333/iji.2019.12171a
  18. Sarjana, K., & Sridana, N. (2020). Consistency of teaching media accompanied with instructions in developing the formulas of triangle and kite area for elementary school students. Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019) (pp. 62–65). Atlantis Press SARL. https://doi.org/10.2991/assehr.k.200827.017
  19. Sarjana, K., Sridana, N., & Turmuzi, M. (2018). Disain media peraga dan bantu pembelajaran geometri bagi siswa sekolah dasar kelas tinggi. Jurnal Ilmiah Profesi Pendidikan, 3(2), 176–182. https://doi.org/10.29303/jipp.v3i2.28
  20. Sarwadi, H. R. H., & Shahrill, M. (2014). Understanding students’ mathematical errors and misconceptions: The case of year 11 repeating students. Mathematics Education Trends and Research, 2014, 1–10. https://doi.org/10.5899/2014/metr-00051
  21. Serevina, V., Sunaryo, Raihanati, Astra, I. M., & Sari, I. J. (2018). Development of E-Module based on Problem Based Learning (PBL) on heat and temperature to improve student’s science process skill. TOJET: The Turkish Online Journal of Educational Technology, 17(3), 26-46. http://www.tojet.net/articles/v17i3/1733.pdf
  22. Shavira, L. E., Arfinanti, N., & Azka, R. (2021). Alat peraga ABD ajaib guna memahami konsep luas dan keliling bangun datar berbasis etnomatematika. Journal in Mathematics Education, 1(1), 11–18. https://doi.org/10.14421/polynom.2021.011-02
  23. Sriwahyuni, T., Kamaluddin, & Saehana, S. (2021). Developing android-based teaching material on temperature and heat using ADDIE model. Proceedings of the 1st International Conferences on Physics Issues (pp. 1–7). https://10.1088/1742-6596/2126/1/012021
  24. Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D. Alfabeta.
  25. Suharjana, A. (2009). Pemanfaatan alat peraga sebagai media pembelajaran matematika. Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
  26. Sulistiowati, D. L., Herman, T., & Jupri, A. (2019). Student difficulties in solving geometry problem based on Van Hiele thinking level. Journal of Physics: Conference Series, 1157(4). https://10.1088/1742-6596/1157/4/042118
  27. Supatminingsih, T., Hasan, M., & Sudirman. (2020). Belajar dan pembelajaran. Media Sains Indonesia.
  28. Takahashi, A., Watanabe, T., & Yoshida, M. (2006). Developing good mathematics teaching practice through lesson study: A U. S. perspective. Tsukuba Journal of Educational Study in Mathematics, 25(1), 197–204. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=e4b0e9a0298cc5217476bafd62f6a1bda4a47f29
  29. Tan-Sisman, G., & Aksu, M. (2014). Sixth grade students’ performance on length, area, and volume measurement HRDE programının değerlendirmesi view project. Education and Science, 37(166), 141–154. https://search.trdizin.gov.tr/tr/yayin/detay/136385/
  30. van de Walle, J. A. (2007). Elementary and middle school mathematics: teaching developmentally. Pearson.
  31. Wahyuni, A., Tendri, M., & Muslimin. (2017). Pembelajaran luas segitiga melalui pendekatan scientific dengan alat peraga terhadap hasil belajar siswa. Jurnal Penelitian Pendidikan Matematika, 1(1), 55–65. https://doi.org/10.32502/jp2m.v1i1.684
  32. Walton, C., & Randolph, T. (2017). Alternative methods for understanding area formulas. Illnois Mathematics Teacher, 64(1), 40–45. http://journal.ictm.org/index.php/imt/article/download/89/103
  33. Widiyatmoko, A. (2013). Pengembangan perangkat pembelajaran IPA terpadu berkarakter menggunakan pendekatan humanistik berbantu alat peraga murah. Jurnal Pendidikan IPA Indonesia, 2(1), 76–82. https://doi.org/10.15294/jpii.v2i1.2513
  34. Yusof, Z., Abdullah, S., & Yahaya, S. S. S. (2013). Comparing the performance of modified Ft statistic with ANOVA and Kruskal Wallis test. Applied Mathematics and Information Sciences, 7(2 L), 403–408. https://10.12785/amis/072L04
  35. Zaqiyah, N. N., & Caesarina, H. M. (2021). Pembelajaran matematika menggunakan alat peraga saat pandemi Covid-19 sebagai upaya peningkatan minat belajar matematika anak-anak. Prosiding Pengembangan Masyarakat Mandiri Berkemajuan Muhammadiyah (pp. 206–213). https://proceeding.mbunivpress.or.id/index.php/bamara/article/view/37

How to Cite

Sarjana, K., Kertiyani, N. M. I. ., Hayati, L., & Baidowi, B. (2023). Developing instructional props to reinvent the area of parallelogram and triangle in online learning. Beta: Jurnal Tadris Matematika, 16(1), 1–13. https://doi.org/10.20414/betajtm.v16i1.555

License

Copyright (c) 2023 Ketut Sarjana, Ni Made Intan Kertiyani, Laila Hayati, Baidowi Baidowi

Creative Commons License

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