Mathematics learning in class II Elementary School 2 Singaparna there are detention in learning material concept of place number values. Detention is when the teacher teaches the value of the concept of place numbers, students do not understand the material so that the teacher must explain repeatedly to students who have learning difficulties. The average value of students from 32 people is reaching 75,75, and teacher experience detention and limitations in making learning media truly suitable and in accordance with the material to be taught. This time teacher in teaching the material only use learning media by using objects in the environment. There is an active student response in learning, some are still not active because they do not understand even when learning using media. The problem if not resolved as soon as possible will have an impact on student learning achievement and hamper the subsequent learning material as in addition and subtraction operation material. By developing learning media that are interesting for students, can make students become more active, and fun in learning. Kite number learning media can also help students to more easily understand the material concepts of place number values. This study aims to develop and test effectiveness kite number learning media help adobe flash cs6 on the concept of place number values in Elementary School 2 Singaparna. The research method used is the development method with research design development or R&D (Research and Development). This research was carried out in Elementary School 2 Singaparna Sub-District Singaparna Districts Tasikmalaya in class II students as many as 32 people. The data analysis technique used in this study is qualitative and quantitative data analysis techniques. Data collection techniques in this study used questionnaire and pretest-posttest. Quantitative data analysis techniques use descriptive statistics. Development results kite number learning media help adobe flash cs6 on the concept of place number values already meet valid criteria. The results of the material expert validation reached a validity level of 4,66 with a very good category. The results of the media expert validation reached a validity level of 4,73 with a very good category. The results of teacher expert validation reached a validity level of 4,83 with a very good category. Product trials, which include one-on-one trails, get an average score of 4,8 with a very good category and small group trials got an average score of 4,65 with a very good category. The results of a large group trial in the application of learning in class, the results of the pretest students get a value of 59,44 and the posttest results get a value of 86,48. Based on the results of the analysis using paired sampel t-test statistics to produce tcount 18,417 and ttable 2,056 which mean tcount > ttable, So it can be concluded that there are significant differences between before and after using the kite number learning media help adobe flash cs6 on the concept of place number values in Elementary School 2 Singaparna.
ABSTRAK Artikel ini merupakan hasil penelitian yang bertujuan untuk mendeskripsikan 1) pembelajaran matematika yang dapat mengembangkan disposisi matematis anak di kelompok A PAUD Permata Hati Aisyiyah, dan 2) mendeskripsikan kecenderungan disposisi matematis anak usia 3-5 tahun di kelompok A PAUD Permata Hati Aisyiyah. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan metode studi kasus. Subjek penelitian yaitu siswa kelompok A PAUD Permata Hati Aisyiyah Kota Tasikmalaya. Hasil penelitian menunjukkan 1) disposisi matematis anak memiliki potensi kemunculan lebih banyak pada aktifitas pembelajaran yang menggunakan media nyata dan berbasis aktifitas untuk anak, dan 2) anak usia 3-4 tahun menununjukkan kecenderungan disposisi matematis berkembang pada aspek percaya diri terhadap kemampuan matematika dan rasa ingin tahu terhadap matematika. Sedangkan pada usia 4-5 tahun, cenderung menunjukkan kemunculan disposisi matematis yang dominan pada kepercayaan diri, rasa ingin tahu, daya cipta, serta sedikit frekuensi kemunculan pada ketekunan, fleksibilitas dan apresiasi matematis. Kata Kunci: disposisi matematis, matematika anak, PAUD. ABSTRACT This article is the result of research that aims to describe 1) mathematics learning that can develop mathematical dispositions of children in group A PAUD Permata Hati Aisyiyah, and 2) describe the tendency of mathematical dispositions of children aged 3-5 years in group A PAUD Permata Hati Aisyiyah. Qualitative research with a case study method used in this research. The research subjects were group A students of Permata Hati Aisyiyah PAUD, Tasikmalaya City. The results showed that 1) the mathematical disposition of children has more potential for emergence in learning activities that use real object and activity-based for children, and 2) 3-4 year olds show a tendency for mathematical dispositions to develop on aspects of self-confidence in mathematical abilities and curiousity about mathematics. Whereas at the age of 4-5 years, it tends to show the emergence of dominant mathematical dispositions on self-confidence, curiosity, inventiveness, and a slight frequency in perseverance, flexibility and mathematical appreciation. Keywords: mathematical disposition, childr mathematics, PAUD.
Artikel ini merupakan kajian literatur terkait pembelajaran matematika bagi anak melalui program fun cooking. Matematika merupakan salah satu bidang ilmu yang dipelajari di seluruh jenjang pendidikan, termasuk jenjang PAUD. Sayangnya, pembelajaran matematika pada beberapa lembaga PAUD seringkali menggunakan drill and paper pencil test, yang terkesan kaku dan monoton, bahkan cenderung memberikan tekanan bagi anak usia dini. Pembelajaran matematika di lembaga PAUD seyogyanya dapat disesuaikan dengan karakteristik anak usia dini. Pembelajaran matematika tersebut perlu dikenalkan pada anak dengan cara yang menarik dan menyenangkan. Alernatif pembelajaran matematika yang menyenangkan dapat dikemas melalui kegiatan memasak yang didesain untuk meningkatkan berbagai kemampuan matematis anak. Program fun cooking dilakukan dengan melibatkan berbagai proses matematis seperti kegiatan mengukur, berhitung dan membentuk pola kue yang akan dibuat oleh anak, sehingga diasumsikan dapat memberikan kontribusi positif terhadap berbagai aspek kemampuan matematis anak tersebut.
Pendidikan Anak Usia Dini (PAUD) dan Taman Kanak-Kanak (TK) harus dapat memberikan layanan tidak hanya bagi anak di kelompok bermain saja, namun juga bagi orang tua sebagai mitra untuk berkolaborasi dalam proses pendidikan anak yang salah satunya melalui program parenting. TK dan PAUD Assaabiq terletak di desa Cipakat Kecamatan Singaparna belum melaksanakan kegiatan parenting bagi orang tua siswa secara berkala dan terprogram. Padahal, beberapa indikasi menunjukkan bahwa orang tua siswa belum memahami bagaimana fase perkembangan anak. Kemudian, masih banyak orang tua yang bersikap overprotektif sehingga perkembangan kemandirian anak tidak berkembang secara optimal. Selain itu, ketidakpahaman orang tua mengenai perkembangan kognitif anak, seringkali menuntut anak untuk dapat membaca, menulis dan berhitung secara instan serta membebankan tangggung jawab mengajar anak pada guru di sekolah. Oleh karena itu, parenting bagi orang tua siswa PAUD dan TK Assaabiq di Desa Cipakat Kecamatan Singaparna Kabupaten Tasikmalaya mengambil tema memahami fase tumbuh kembang anak. Adapun pembinaan yang diberikan yaitu 1) Pola asuh, materi ini diberikan dengan tujuan untuk memberikan pengetahuan bagi orang tua mengenai perkembangan anak usia 2-6 tahun secara psikologis. Setelah orang tua memahami fase tumbuh kembang anak dan mengetahui pola asuh yang tepat, diharapkan pola komunikasi antara orang tua dan anak akan terjalin dengan baik; 2) menumbuhkan kemandirian anak, materi ini bertujuan agar orang tua memahami dan mampu membedakan perlakuan pengasuhan mana yang dapat melatih kemandirian anak, serta pengasuhan mana yang dapat memanjakan anak sehingga kemandiriannya tidak berkembang optimal dan berpengaruh terhadap kemampuan anak menyelesaikan masalah, kemampuan sosial, dan religiusitas anak; dan 3) kemampuan berpikir logis dan simbolik pada anak, materi ini diberikan bertujuan upaya memberikan pengetahuan kepada orang tua mengenai perkembangan kognitif anak khususnya kemampuan logis dan simbolik, serta memberikan pemahaman kepada orang tua bahwa matematika dapat diajarkan sejak dini, melalui lingkungan alami anak dalam upaya meningkatkan kemampuan berpikir logis dan simbolik anak.
The rapid development of science and technology requires students to master various abilities and skills in order to compete globally. No exception students in mathematics education study programs. One of the abilities students must have is the ability to think computationally. Computational thinking ability is part of the problem-solving ability that is the ability of students to solve problems through decomposition skills, pattern recognition, algorithm thinking, abstraction and generalization of patterns to get a solution. The purpose of this research is to describe the computational thinking ability students’ of Mathematics Education study program through the mathematics modelling courses.
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