Conceptual understanding is one indicator of an expert in mathematics. Conceptual understanding is important for students in addition to procedural skills. Students who have a good conceptual understanding will be able to find solutions with new or different procedures, while students who do not have conceptual understanding will only use standard procedures. Teaching is the most important thing in the process of developing students' conceptual understanding. The teacher as a learning designer in the classroom has a role that must be able to direct and guide students to develop conceptual understanding through effective learning. This article aims to discuss the teaching of conceptual understanding in primary schools. This article uses a structured literature review method. The author uses various documents such as national and international indexed journals, quality books that have been written by mathematical figures, especially material on understanding mathematics concepts and teaching. The results showed that the teacher could teach conceptual understanding by using the teaching language carefully and easily understood, making questions that encouraged students to think, avoiding learning shortcuts, avoiding memorizing facts and procedures, helping students make connections between concepts, and develop understanding through CRA (Concrete-Representation-Abstract).
This research is aimed at portraying the development of interactive flash-media to boost the young learners’ comprehension about the learning theme of energy saving that is inserted in thematic learning. Interactive media are necessary to promote different learning satisfaction for young learners. The need analysis is employed to detect the relevance of learners’ needs and appropriate material for the development of the media. By adapting the development research model by Alessi and Trollip the result of try-out material shows that the product is significantly interactive to boost learners’ comprehension. The average score of post-test is better than the pre-test X2 89.67>X1 76. This interactive flash-media development is, therefore, valid, practical, and effective.
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