Learning Trajectory Konsep Nilai Tempat Tiga Angka

Abstract

Learning place values from 2 digits to multi-digit requires various forms of representation. The representation will bring up a variety of Hypothetical Learning Trajectory (HLT) in the form of predictions of possible student responses, which will later produce the actual student learning trajectory. This study aims to find students' learning trajectory patterns and determine the factors that influence students' learning trajectory patterns in the 3-digit place value material. The research design uses qualitative research. The learning trajectory pattern was obtained through analysing student responses in the field based on the previously designed HLT. The subjects of this study were 50 students of grade II from three elementary schools in the Kebumen Regency. The research instrument is a written test and field notes. The written test contains four place value questions with a horizontal representation strategy. Field notes in the form of student responses by watching videos during the application of lesson design accompanied by making transcripts to further clarify the word for word that comes out as a form of response during learning so that the suitability of the response with HLT can be known. The results of this study indicate that the student's learning trajectory pattern takes place through the application of a didactic design consisting of 4 types of lesson designs that place the number 0 in different positions. The application of didactic design can also direct students to learn independently gradually. Meanwhile, the learning trajectory supporting factors consist of students' prerequisite abilities, planning and learning processes, and the use of learning resources.

Pembelajaran Materi Nilai Tempat Bilangan Berbasis ICARE (Introduction, Connection, Application, Reflection dan Extension) Terintegrasi Islam di Kelas II SD/MI

“…Pemahaman siswa terhadap materi nilai tempat perlu terbentuk sebelum masuk kepada materi operasi bilangan cacah. Oleh karena itu, guru perlu memastikan bahwa siswa telah memahami konsep nilai tempat sebelum masuk ke pembelajaran operasi bilangan cacah (Lestari, 2022). Hal ini sejalan dengan Fuson yang menyatakan bahwa konsep nilai tempat harus diberikan dan dilatihkan kepada siswa lebih dahulu, kemudian diajarkan penjumlahan dan pengurangan dengan asumsi siswa telah memahami konsep nilai tempat (Fuson, 1986).…”

Pemahaman Konsep Pada Nilai Tempat Di Sekolah Dasar

“…Learning trajectory merupakan suatu lintasan belajar yang memberi isyarat mengenai pengetahuan prasyarat yang telah dimiliki oleh siswa serta proses berpikir dan langkahlangkah yang siswa terapkan dalam proses belajar menurut Simon & Tzur (dalam Lestari, 2022). Pola learning trajectory diperoleh melalui analisis respon siswa di lapangan berdasarkan HLT yang telah dirancang sebelumnya.…”

“…HLT terdiri dari tiga komponen yaitu tujuan pembelajaran, kegiatan pembelajaran, dan hipotesis proses pembelajaran yang memprediksi perkembangan pikiran siswa (Putri et al, 2020). Pola learning trajectory dibagi menjadi beberapa tahap (Lestari, 2022). Menurut Depdikbud (Novembris, 2012) menyebutkan bahwa Blok Dienes adalah media pembelajaran yang dikembangkan oleh Z.P.…”

Modification of Demonstrative Methods: Increased Understanding of the Value of Place in Children with Special Needs

“…The understanding of learners in each teaching material must be thoroughly considered and analyzed and evaluated. With their Fernan Sinabutar, Binur Panjaitan / Modification of Demonstrative Methods: Increased Understanding of the Value of Place in Children with Special Needs professional competence, teachers must be able to teach and make their students fully understand every teaching material taught, but in fact it is not as desired or expected, because it is proven by the impact in the field, among others (Lestari, 2022): 1. Learners' interest and skills are still very low, especially about understanding the Value of Place.…”