Using bar model to solve word problems on profit, loss and discount

Madani, N A; Tengah, Khairul Amilin; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/1097/1/012103

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…This implied that the lesson intervention of the Bar Model method had successfully enhanced the students' performance in solving word problems involving ratio. This result is consistent with studies by Gani et al (2019), Madani et al (2018), Mahoney (2012), and Timah (2006), where the use of the Bar Model successfully improved the students' problem solving performance in their respective topics.…”

Section: Resultssupporting

confidence: 90%

“…The use of the Bar Model is also one of the strategies adopted in Singapore classrooms taught as early as possible in elementary schools, thus making Singaporean students one of the best math problem solvers as reported in TIMMS and PISA. Besides, previous empirical studies have shown the Bar Model's effectiveness in improving students' performance in word problems in Singapore and Brunei (Gani et al, 2019;Madani et al, 2018;Mahoney, 2012;Timah, 2006). All of this is a good justification for introducing the Bar Model to students in the country to solve word problems.…”

Section: Resultsmentioning

confidence: 96%

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Supporting Solving Word Problems Involving Ratio Through the Bar Model

Said

Tengah

2021

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This study examined the effectiveness of the Bar Model as a problem solving heuristic in improving Year 8 students’ performance in solving word problems involving ratio. A total of thirty-three Year 8 students from a secondary school in Brunei Darussalam were involved in the study. Data were collected through pre-test and post-test. Paired sample t-test on the mean score of pre-test and post-test showed a significant improvement in the students’ mean marks (t = - 8.079). The results also revealed that the Bar Model is capable of helping students of all abilities particularly the weaker students. Hence for this study, the Bar Model successfully enhanced the lower secondary students’ performance in solving word problems involving ratio.

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Section: Resultssupporting

confidence: 90%

Section: Resultsmentioning

confidence: 96%

Supporting Solving Word Problems Involving Ratio Through the Bar Model

Said

Tengah

2021

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“…The development of mathematical ideas, methods, and techniques has always been used by every culture in the world to support transactional activities between humans and the realities of life (D'Ambrosio, 1985(D'Ambrosio, , 2016Risdiyanti et al, 2019;Rosa & Orey, 2016). The process of learning mathematics for students is part of the development and application of mathematical concepts in everyday life (Tanujaya et al, 2017;Madani et al, 2018;Prahmana et al, 2012). Freudenthal (2006) explains that human activities in everyday life contain mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Ethnomathematics Strategy in Indonesian Traditional Games as Mathematics Learning Media

Zuhri¹,

Dewi

Kusuma

et al. 2023

jiecr

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The learning strategy by associating cultural elements with mathematics is called ethnomathematics. The application of ethnomathematics in learning is very important in fostering a love for local culture which is currently almost abandoned due to modernization. This study aims to explain the mathematical elements contained in the Indonesian traditional game, namely engklek (hopscotch). The research method used ethnographic research. Data collection techniques used were observation, interviews, field notes, and documentation. The data analysis used was a triangulation analysis which consisted of data reduction, presentation, and drawing conclusions. The results of the study show that there are several mathematical topics in the game, including plane geometry, the concept of the relationship between angles (opposite angles and straight angles), cube net, congruence, the concept of reflection, the concept of mathematical logic, and the concept of probability. Hopscotch can be used as a medium for learning mathematics as a learning innovation in schools. The application of ethnomathematics strategies can improve elements of character education in the form of honesty, togetherness, and high sportsmanship in carrying out traditional games.

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“…A Bar Model is a diagram with the purpose of representing a mathematical problem which students find quite difficult to solve without visualizing it at the beginning (Thirunavukkarasu & Senthilnathan, 2014;Madani, Tengah, & Prahmana, 2018). It is a key feature of the Singapore Mathematics that used a problem-solving technique that was often referred to as the model approach (Yeap, 2010).…”

Section: The Bar Model and Butterfly Methods To Develop Conceptual Knomentioning

confidence: 99%

“…Meanwhile, the Bar Model concept is a technique where bars are drawn as a whole, divided into equal pieces, and defined by the denominator (Madani, Tengah, & Prahmana, 2018). The Bar Model algorithm helps students to visualize and a useful tool to understand the concept of addition and subtraction of fractions (Thirunavukkarasu & Senthilnathan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Solving Fractions by Applying the Bar Model Concept with the Butterfly Method

Low¹,

Shahrill

Zakir

2020

JPM Unsri

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This study aims to investigate an intervention in the application of the Butterfly Method Algorithm with the Bar Model Concept on the addition and subtractions of Fractions to Year 9 students in one of the Government secondary schools in Brunei Darussalam. The Butterfly Method is an alternative visual method for teaching fractions where the diagonal and horizontal multiplication of the denominators and numerators are employed by drawing the Butterfly. A mixed-method approach was used to explore the impact of the intervention with data gathered from the students’ written pre- and post-tests and interview transcripts. The tests conducted before and after the intervention were used to analyze students’ errors and misconceptions. The students’ written analyses of the post-test results revealed that not all of the students applied the Butterfly Method. A few students were selected for interviews in order to gain deeper insights into how they developed the errors and misconceptions from both tests. Findings from the students’ interview transcripts revealed they were not confident with the Butterfly Method, and they needed more time to be familiar with the concept. Another factor for not applying the Butterfly Method is due to students’ confusion on subtracting fractions that has the same denominators as well as subtracting a proper fraction from a whole number. This study concluded that students who applied the Butterfly Method helped them to remember the new method from the intervention satisfactorily in comparison to those who lack the confidence in applying it.

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Using bar model to solve word problems on profit, loss and discount

Cited by 5 publications

References 12 publications

Supporting Solving Word Problems Involving Ratio Through the Bar Model

Supporting Solving Word Problems Involving Ratio Through the Bar Model

Implementation of Ethnomathematics Strategy in Indonesian Traditional Games as Mathematics Learning Media

Solving Fractions by Applying the Bar Model Concept with the Butterfly Method

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