Structured Arrangement Supporting The Development of Splitting Level in Doing Multiplication By Number Up To 20

Abstract

In guiding students to construct a mathematical concept themselves, learning process should be started by a context which is suit with the concept. In this research, we focused on structured arrangement which was believed to be able to support students ages 8-9 years old developing splitting strategy in doing multiplication. This study was a design research underlined by tenets of Realistic Mathematics Education (RME). The result show that giving structured objects, recognizing number relation in multiplication, and maintaining flexible calculation have important roles in supporting the development of mental calculation achieving splitting level.

Pengembangan Video Pembelajaran Berbasis PMRI untuk Mendukung Mental Calculation Siswa dalam Permasalahan Aritmatika Sosial

“…Namun, berkaitan dengan penyelesaian soal aritmatika sosial, Alisa (2016) menyatakan bahwa siswa masih mengalami kesulitan dalam penghitungan bilangan kurang dari seratus dalam waktu singkat yang disebabkan karena mayoritas siswa masih menggunakan algoritma tulis dimana mereka harus melakukan proses perhitungan dengan menggunakan pensil dan kertas berdasarkan algoritma yang kaku dalam menyelesaikannya, sehingga dibutuhkan waktu sedikit lebih lama dalam memperoleh hasil perhitungan. Menurut Meryansumayeka (2011), salah satu cara untuk meningkatkan kreativitas dan kebebasan siswa dalam berpikir dan eISSN: 2442-4226 Pengembangan Video Pembelajaran Berbasis PMRI untuk mendukung … 121 mendukung siswa menemukan cara-cara pintar dalam menyelesaikan permasalahan dalam bilangan adalah melalui penggunaan mental calculation atau penghitungan secara mental.…”

Understanding multiplication concept: Exploring PMRI-enhanced thematic learning using traditional games for primary teachers

“…One important mathematics subject that is often encountered in daily life is multiplication. Multiplication is one of the basic calculations (Dewantara & Mahmud, 2020;Retta, 2013) that supports other mathematical concepts such as division, fractions, and percentages (Meryansumayeka et al, 2011;Prahmana et al, 2012). Therefore, students will have difficulty in other mathematical topics if they need help understanding the concept of multiplication.…”

“…Unfortunately, facts show that memorization -particularly memorizing the multiplication table -is the most frequently used method in teaching multiplication (Dotan & Zviran-Ginat, 2022), causing learning to become less meaningful (Dewantara & Mahmud, 2020;Prahmana et al, 2012;Tasman et al, 2011). On the other hand, according to Meryansumayeka et al (2011), basic multiplication learning must begin with real multiplication situations so that students can manipulate and count the number of objects. One characteristic of PMRI is using context as the starting point in mathematics learning.…”

Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block

“…One alternative solution to overcome the difficulties of learning fractions is to use the context of everyday life both in the learning process and in the evaluation of learning. Based on previous research regarding the development of short stories of fractions and the development of splitting level in doing multiplication, it is known that the context of daily activities can help students construct their understanding (Agustiani, 2016;Meryansumayeka, Darmawijoyo, Putri, & den Hertog, 2011).…”