Peningkatan Pemahaman Tentang Garis Tinggi Pada Segitiga Dengan Pembelajaran Konstruktivisme (Studi Kasus Pada Mahasiswa Dual Mode Konsentrasi IPS, UPI Kampus Serang)

Abstract

Knowledge is the student’s construction result that affect to the more meaningful learning. Sometimes, teachers forget that a student has self-live experiences as their initial concept. When expressed their initial concept, students will be easier to accept new material knowledge, because students will constructing their knowledge indirectly. The constructivism of learning is a teaching and learning process to make students themselves mentally active to construct their knowledge, based on cognitive structure that they ever had before. In the relationship to the student’s geometry concept, it must be considered how the students constructing this concept by their cognitive structure. Memorizing the mathematical formulation is not the guarantee that the students have been mastering to the real geometry. For example, to understand about height line in the triangle, is not an instantaneous process. It can be learned by constructing through an experiment to involving all student hands on activity process. Through the activity to make a height line, measuring, and calculating the triangle area, student will be led on the joyful activity, avoid to the bored, toward the conclusion that every triangle, there are three height lines for the three triangle’s bases in each area.

Ethnomathematics Exploration in Panataran Temple and Its Implementation in Learning

“…From Figure 4, it can be seen that the building is in the form of a polyhedron. Polyhedron is a space bounded by parts of the intersecting planes [20]. Figure 5 explains the separate parts of the polyhedron, there are three prism shapes in Figure 5 (shape a, shape b, and shape c).…”

“…Figure 5 explains the separate parts of the polyhedron, there are three prism shapes in Figure 5 (shape a, shape b, and shape c). Prism is a polyhedron that has two parallel faces, while all the other sides are parallel to a line that intersects the two parallel sides [20]. Prisms can be classified according to two properties, the relation of the ribs to the base plane and the shape of the base plane.…”

“…Based on the shape of the base plane, Shape a and c are the rectangular prism shapes. Based on the base plane, prism can be divided into triangular prism, rectangular prism, pentagon prism, and so on (an n-sided prism) [20]. Meanwhile, shape b is a cuboid shape.…”