Reflection Paper
Developing a Local Instruction Theory
for Learning the Concept of Angle through Visual Field Activities and Spatial
Representations
By : Bustang, Zulkardi, Darmowijoyo,
Maarten Dolk and Dolly van Eerde
This research discussed about designing and testing an
instructional sequence for the teaching and learning concept of angle. Using
Realistic Mathematics Education approach, a hypothetical learning trajectory
was developed and a set of activities was performed to gain a better understanding
of how the third grade students understanding of the concept of angle.
The participants of this research is 43 third
– grade students of public elementary school in Palembang. Five students
participated in a pilot experiment aiming to investigate students’ pre-existing
knowledge and to try out the
initial design in order to make some adjustments to the initial Hypothetical
Learning Trajectory (HLT). The other 38 students participated in the teaching experiment. The group of
five students and the group of 38 students were both from the same school, but from different
classes.The
research diveded for four meeting, every meeting have different activity.
Meeting 1, the teacher gave
students a worksheet that consists of three problems about vision line and
blind spots with mice and a cat as the context. students got problems about
spatial representations of the situations of the situations of the cat looking
at the mice hiding behind the jar.
Meeting 2, the teacher asked
one group of students as observer and sat in the chair facing the screen and
the other students put their bag in a line behind the screen. The teacher
encouraged the students to conduct visual field activities of constructing
vision lines and blind spot of the observer. the teacher explained if that
activity same with situation of the cat and mice in the last meeting.
Meeting 3, the
teacher presented the four different diagrams depicting the ground plan of the
situation in the
visual field activities. Then, the students were asked to color or shade the
blind spots (hidden area) for various positions of the observer, as in the visual field activities.
Meeting 4, the
teacher encouraged the students to construct and draw the angle of vision for
different position
of the observer.
From the meeting 1 until
meeting 4, the researcher have conclution if the students can constructed
vision lines of different observers in the visual field activities in order to
determine the blind spots (hidden area). But the students can not automatically
amble to transform their experience into abstract knowledge such us the concept
of angle.
To sum up, the research show that with Realistics Mathematics Education
approach, the students more understanding about the teaching and learning
process. With RME approach students not only work individually but also work in
group.
By : Wuli Oktiningrum
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