Hello Panda as Context Learning in Addition

Observation Report in Class IIA SDN 179 Palembang

A.    Introduction

Mathematics was difficult material by most of students, because teachers taught with abandon methods which not attractive to students because the teacher just explained and the students not involved in the learning process. That have implications for the low performance of students in mathematics.
Mathematics as a branch of science that is structured and systematically, and have a roles in optimizing the ability of human thinking. The purpose of  mathematical learning is to trained how to think, reasoning, and made good conclutions. Therefore, learning mathematics is expected to be a proper container in the formation of human thinking abilities. And need good design learning for students. The most appropriate approach to learning that is Realistic Mathematics Education approach Indonesia (PMRI).

For this research, we create and develop learning process with PMRI approach. We used learning contexts which close to the student and they easily found in their daily life. We used one kind snack is called Hello Panda, the students usually consumed that snack. With that context we will teach addition for three-digit nmbers less than five hundred. Here are the steps for learning process :

B.     Design Research

Phase I: Preliminary Design
In this step, we are discuss about topic that will be used. We used topic with standart of competency addition and substraction for  three digit number less than 500, and the indicators is addition three-digit numbers without saving techniques. The purpose for the learning activities are students have ability to  addition three-digit numbers without saving techniques. After that, we are discuss with teachers about teaching schedule, a class of conditions and the equipment and materials used in the learning process.

a.      Activity I : introduction about big box hello panda, small box hello panda, small panda.

The students introduced to the problems context related with place and value integer. In this activity, teacher showed small box helllo panda to the tudents. Most of students familiar with this snack because they almost consumed this snack. The teacher explained if the small box hello panda contained 10 small panda. Teacher showed if the big box hello panda contained 10 small box hello panda. After that teacher give questions to the students. If the small box hello panda contained 10 small panda it means represent what? If the big box hello panda contained 10 small box hello panda and 100 small panda, represent what? The teacher give that question have purpose to lead students concept about place value hundreds, tens and ones.

figure 1. Hello Panda snack

b.      Activity II : the students untwist big box hello panda, small box hello panda, and small hello panda.

The students answers the question from LKK with untwist big box hello panda, small box hello panda, and small panda. The purpose of this activity is  the students capable to clasify the kinds of hello panda and related to the place value.

c.       Activity III : the students answers the question with drawing big box hello panda, small box hello panda, and small panda in the answer sheet.

The students answers the question from LKK with drawing the big box hello panda, small box hello panda, and small panda in the answers sheet. The purpose of this activity is the students capable to understand if the big box represent hundreds, small box represent tens and small box represent ones.

d.      Activity IV

The students lead to found the idea to solve the addition problems three-digits numbers less than 500 in the LKK with big box hello panda, small box hello panda, and small panda.

e.       Activity V

In this activity the students solve the question in the LKK unassisted big box hello panda, small box hello panda, and small panda. The goal for this activity is make students capable to solve the addtion three digits numbers less than 500 without saving.

            Phase II : Teaching Experiment

The Implementation of learning that we have compiled held on 18 September 2013 in the class II A SDN 179 Palembang for 2 x 35 minutes. The teachers, researchers and students active to participate in this activity.

The process of learning activity start with remaind students about place value for two digits numbers. After that teacher explained about the goal of the learning process on that day. The teacher used the learning context which is closed with the students. The manipulative for the learning activity is big box hello panda, small box hello panda,  small panda and addition board.

                                            figure 2. the teacher showed the hello panda context

            Next, teacher asked to the students amount of big box hello panda, small box hello panda, and small panda. The students answers the question with enthusiasm, they found if the big box hello panda contained 10 small box hello panda and 100 small panda and they conclude if the big box hello panda represent.

            After that the teacher divide the students to small group, ecah group contained 3 – 4 students. The purpose of this activity is teach students to work in group. The teacher shared Lembar Kerja Kelompok or LKK to each groups. And teacher explained the procedure in the LKK. The firs activity, students untwist amount of big box hellp panda, small box hello panda, and small panda. There were some groups have a some problems, they scrambling to fill LKK. Hence, the teacher give more LKK to them. Almost all of the student enthusiasm with the learning activity on that day.

  figure 3. the students work in group

                              after the students wok in goups, the teacher asked to the students to showed their result in front of class with the addition board. The teacher choosed the students randomly for every groups. The teachers choosed two students from every groups. But, because the students rarely speaking in front of class, teacher help them with given question and they solve with the addition board. And they showed they answers to their friends. After discussion, the teacher shared homework paper to the students. The tacher given homework to know how the students understand about the materials todays.

                          figure 4. the sudents used the addition board to solve their problems

                 

Phase III : Retrospective Analysis

                        Overall, the learning process on that day going well, the students were very enthusiasm to following the activity either group or individual. Every groups showed that they capable to work together, although some of students crying because they felt their friends unfair.

The first, teacher showed the big box hello panda, small box hello panda, and small panda, teacher given some question to the students. And the students with the enthusiastic asnwers the question. When the students worked in the group, they worked nicely. They capable worked together and finished on time.

                        After disscusion in groups, the students showed their result in front of class. They showed their answers with the addition board. In the addition board, the students must fill the box with the numbers, white numbers for question, red box for hundreds, green box for tens, and yellow box for ones. They showed their result nicely, even the teacher choosed bad students, she/he capable solve the problems. It means that all of the students understand about the material on that day.

                        In the last activity, teacher shared homework paper to the students. After that we discuss together with the teacher to reflection the activity on that day. We tried to analysis the students answers in the LKK sheet. We found that almost all groups write false answers to number 2, 3 and 4. It because we  wrong putting the big box hello panda, small box hello panda and small panda.

figure 5. the students result (wrong answered) 

                        From that figure (number 2, 3 and 4), it showed that the students wrong to untwist the picture, they not putting the picture based on the type but based on the position. Although final result of the students is right. For number 1, all students correctly answered. It means that the students answers the question based on the putting pictures.

                        For the rest numbers, the student correctly answered because we putting the pictures well, and the position of the picture easy to understand. Even, almost of groups have problems to drawing the answers.

figure 6. the students result (wrong answered)

For the last question from LKK showed that the students able to answers addition three digits numbers with formals role.

Figure 7. the students result (wrong answered)

Based from the discussion result with the teacher, the students have problems with untwist the numbers contained 0 in the middle or in the tens position. And she said that the students must accustomed to speak in fron of class and work together in group.

Overall, the learning activity on that day used five principle of RME going well. Hence, need improvement to compose LKK. On that day, the students enthusiastic to follow the learning process. Because the teacher used learning context which is closed with the students.

figure 8. the students activity in the class

           

C.    Conclution

On that day, we used the learning indicator is addition three digits numbers without saving. We used the RME approach with five characteristics. We used snack hello panda (using of context), picture of  snack hello panda  (model), activity on LKK (pupils own creation and contributions), presentation and discussion in groups (interactivity) and place value problems (intertwining). The iceberg show below.

figure 9. The Iceberg learning process

            

We used hello panda context which is closed with students. With the big box hello panda, small box hello panda, and small panda, students understand about the place value ; hundreds, tens and ones.Overall, the learning process on that day going well. The sudents worked in groups and answered the question from LKK. After that, they showed their result in front of class with the addition board. In the last meeting, we were together analysis the students answers, and found that students incorrect answers for number 2, 3 and 4 because we putting bad layout. But, in general all of the students able to answers the question in the LKK.

Posted in: addition, classroom observation, hello panda context