Dayung Context in Fraction

DOI

10.2991/seadric-17.2017.1How to use a DOI?

Keywords

Design Research, Dayung Context, Fraction, Hypothetical Learning Trajectory

Abstract

The students face often difficulties in understanding fraction lesson. It is because the students never get learning basic concept of fraction. This research aimed to get learning trajectory that can help students understand the addition and subtraction of fraction by using dayung context in Asian Games. The research subjects were the six graders of MIN 2 Palembang. The research method that used was design research with three phases, namely preparing for the experiment, the design experiment, and retrospective analysis. However, in this research, the step of the design experiment was until the pilot experiment. The data were the collected by using video recording and photos when doing discussion with the teacher, pilot experiment, written test, observation and interview during the learning process with the students as the subjects in this research. Hypothetical learning trajectory (HLT) designed is compassed to Actual Learning Trajectory (ALT) or students' answers when doing pilot experiment. Based on retrospective analysis and teachers discussion, the learning trajectory is re-revised to be held in the next step of teaching experiment, Moreover the use of dayung can enlarge the students' thought and can make the students understand the addition and fraction subtraction.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Marhamah Fajriyah
AU  - Ratu Ilma I. Putri
AU  - Mr Zulkardi
PY  - 2017/05
DA  - 2017/05
TI  - Dayung Context in Fraction
BT  - Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)
PB  - Atlantis Press
SP  - 1
EP  - 6
SN  - 2352-5398
UR  - https://doi.org/10.2991/seadric-17.2017.1
DO  - 10.2991/seadric-17.2017.1
ID  - Fajriyah2017/05
ER  -