The research is motivated by the results of the preliminary study analysis that there are students’ learning obstacle in the perimeter of rectangles material that makes students’ understanding were low. Therefore, it is necessary to plan a didactical design to overcome the learning obstacle experienced by students. Didactic design based on traditional games is planned as an effort to preserve local wisdom. The formulation of the research problem is how to implement didactical design on the perimeter of rectangles material based on gobak sodor traditional games in primary school. The purpose of the study was to describe the implementation of didactical design on the perimeter of rectangles material based on gobak sodor traditional games in primary school. The method used is DDR (Didactical Design Research) with 3 stages of procedure, namely: prospective analysis, metapedadidactic, and retrospective analysis. Research subjects were fourth grade elementary school students. The study was conducted in two elementary schools located in Indonesia. The results of the study are learning design in the form of teaching materials in the form of student activity sheet and lesson plan which are developed as alternative learning design that can be used in mathematics learning on perimeter of rectangles material to overcome learning obstacles experienced by students.
Abstract:Activities of teacher's working memory in representing a picture are important in the teaching and learning process. This study aimed to reveal the tendency of teacher's mental representation and teacher's teaching styles in biology class using convention pictures. This research used descriptive method. The research was conducted by involving four high school biology volunteer teachers of grade XI from four schools in Lebak, Banten, Indonesia. Teacher's teaching styles were measured by questionnaires and rubrics adapted from Grasha and teacher's mental representations were measured using worksheets and rubrics developed based on the Causal Network Elicitation Technique (CNET) model. The data obtained were analyzed qualitatively. The results showed two dominant teacher teaching styles; there were expert style and facilitator style. The mental representation of teachers when reading convention picture was in the category of good (2 teachers), adequate (1 teacher) and inadequate (1 teacher). A teacher with expert teaching style tends to have a good mental representation compared to a teacher with facilitator teaching style.
This research was motivated preliminary studies results on non optimal the students’ ability of scalene rectangular area and the obstacle leraning experienced by students. The effort made by the teacher to overcome the learning obstacle is to design learning based on students’ needs and characteristics. In the implementation the teacher should adjust the design in accordance with the classroom situations and conditions. The purpose of this study were to describe the didactic design of scalene rectangular area based on the SPADE learning model for fourth grade students of elementary schools and to describe the implementation and responses of teachers and students toward the didactic design of scalene recrangular area based on the SPADE learning models in elementary schools. The research method used was a qualitative by DDR (Design Didactial Research) model consisting of three stages: prospective analysis, metapedadidactic analysis, and restropective analysis. This research was conducted in the fourth grade. The instrument of data collection used essay question on scalene rectangular area. The results of the study is a teaching materials in form of student activity sheets and lesson plans that were developed as alternatives in primary schools learning to minimize learning obstacles in mathematics learning in forth grade of elementary schools.
This study aims to describe the learning barriers experienced by students in material around square. This study uses qualitative method, with data collection used the form of interviews, observations, and instrument test questions as many 5 questions that have been validated by experts. The research subjects were 7 students and 1 fourth grade teacher at SDN 1 Sindangrasa. Creating an optimal learning process does not only focus on mastering the material possessed by the teacher, however, it must also attention to learning barriers experienced by students, students are able to understand the material as a whole. Based on the results the study, students experienced 4 types learning obstacles in the rectangular perimeter material, learning obstacle type 1 related to students' difficulties in understanding the concept of flat square shape, learning obstacle type 2 related to students' lack of understanding in the concept of the square circumference formula, type 3 learning obstacle student difficulties perimeter of square, learning obstacle type 4 students' incomprehension in completing stories related the perimeter of the square. There are 3 factors cause students experience learning barriers including ontogenic barriers (students' readiness to learn), didactic barriers (teachers' didactic aspects) and epistemological barriers (student knowledge has limited context).
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