Fanni Fatoni3

IMPoME, Sriwijaya University, 2012

(1bangwachid@gmail.com, 2fan_math05@yahoo.co.id, 3siwi.wisnu@gmail.com)

IMPoME, Sriwijaya University, 2012

(1bangwachid@gmail.com, 2fan_math05@yahoo.co.id, 3siwi.wisnu@gmail.com)

**I. Introduction**

In daily life, mathematics can be used to solve the problems faced by human beings.For example walking activities toward to the somewhere else which gives rise to some questions for students for instance how many velocities needed to use a bicycle walk to school, using a cycle how much time it takes in the speeds are often found by students. However, some students assume that mathematics is one of the lessons that are difficult. So it makes students reluctant to learn mathematics. One of the strategies that can be used to motivate the student to study math is trying to close the mathematics to the real world.

The material of distance, time, and speed is one of the materials of interest in mathematics learning in elementary school. Therefore, in this activity, researcher are trying to design activities to teach velocity-distance as well as the velocity and time relationship (Grade 5 primary schools) through brisk walking race by using Realistic Mathematics Education Indonesia (PMRI).

The use of PMRI on mathematics as one of strategies close to mathematics with the real world which is human activities related the activity of the students. Description of the learning process how the students find the definition of speed will be outlined in the next section.

**II.**

**The Purpose of Observation**

The aims of this observation are.

- To describe the learning with PMRI approach through fast walking competition in order to help students understanding the relationship of velocity and distance
- To describe the learning with PMRI approach through fast walking competition in order to help student understanding the relationship of velocity and time not.
- To describe the learning with PMRI approach through fast walking competition in order to help students understanding the relationship time, distance and velocity or not.

**III.**

**The Description of Learning Activities**

The material used in this learning is distance, time and velocity. This learning activity was carried out on a grade V C of SD N 1 Palembang. As for the stages that are conducted in this activity is the preliminary design (analysis of the curriculum and the determination of learning objectives and indicators), followed by teaching experiment (application/teaching design) and do a retrospective analysis (reflection of the learning that has already been done) which will be explained as follows.

**1.**

*Preliminary Design*
Before doing learning activities, researcher team discussed with teacher, Mrs. Mega, in determining the learning process that would be run. This is important for keeping cooperation between teacher and researchers so that learning can run well and smoothly. According to information from teacher, she had taught about an angle so the researcher team prepares the next material, namely distance, time and velocity where students guided to find their selves about the definition of velocity.

After finding material that will be delivered, the researcher team analyzed curriculum, formulating the objective, and determines the learning activity and the approach which would be used relating to the material. Of the event known that the competency standard that must be achieved, that is using measurements of time, distance and velocity in solving problem while the basic competency is to introduce a unit of distance and velocity. The purpose and indicators of learning were deduced from the standards and basic competency.

After the purpose and indicators were formulated, the researcher team designed learning. The focus of material on this learning activity conclude with language students the relationship among velocity, time and distance through group activities by comparing of the fast walking competition of students with needed time if the distance is same; comparing of the fast walking competition of students with the needed distance if it might take the same time. The selected context is the fast walking competition because it is often done by students in daily life. On Monday, 29

^{th}October 2012, the researcher team offered and discussed the first design with teacher.
At the time of discussion, we met with Mrs. Lina, another teacher of this school whose mathematic ability master in mathematics. Finally, we discussed with Mrs. Mega and her. From the results of these discussions, we agreed to form 7 groups from 35 students before learning activities implemented. In addition, the researcher team has planning about implementation of fast walk competition which was originally in 2 part (per 4 groups) carried out in only one section (8 groups) with the aim to economize time. The needed time is same used by as much as 7 seconds whereas the same distance used in this study is 10 meters. In addition, there is some justification in lesson plan and worksheet student to the working group since there are still things that are less precise.

Designs that have been discussed were applied in grade V C to find out how the learning process on the condition of the actual class so that it could be known its weakness. In addition, we also want to know the thinking process/way from students in a given problem. The implementation of the study and analysis of the work of students will be described in section teaching experiment (implementation of the study)

**2.**

*Teaching Experiment*
This section will be described about the implementation of the study based on a design that has been created. Based on the planning of the researcher team and teachers, we had created a design study that was carried out for only one meeting during 2 hours lesson (2 x 35 minutes). However, on implementation, the learning process was done 2 times. Therefore, in the following will be described the implementation of learning at each meeting.

**a.**

**The First Meeting**

On 30

The learning process was started with apperception activity, where teacher sent greeting, checked the presence of students, and guided students to prepare topic to be learned. Before entering the main topic, the teacher invited the students to enter the beginning topic with simple matters such as students were asked to predict the distance from the seating of student to whiteboard and students were asked to compare which further from whiteboard.

^{th }October 2012, based on schedule which had been determined, learning process with learning design which had been planned before, was done at grade V C. In the first meeting, the learning process was done by Mrs. Mega which was helped by Fanni Fatoni, Ahmad Wachidul Kohar and Wisnu Siwi which was followed by 33 students whose student’s absent is two children at that time.The learning process was started with apperception activity, where teacher sent greeting, checked the presence of students, and guided students to prepare topic to be learned. Before entering the main topic, the teacher invited the students to enter the beginning topic with simple matters such as students were asked to predict the distance from the seating of student to whiteboard and students were asked to compare which further from whiteboard.

The students were asked to compare if students went to Palembang Square from SD N 1 Palembang, where a faster ride between public transportation or motorcycles. The students replied that they ride motorcycles to PS is faster than using public transportation. This is because if they ride motorcycle, they can avoid the traffic jam. In addition, the teacher also gave an example with using plane, needed time is less than using buses. The learning process in the apperception activity can be seen from

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