“Should is Done The Class Leader Election Second Round?”
This learning has been designed then implemented by team teaching that consist of IMPOME Students (Umi Puji Lestari and Sari Saraswati) and the teacher of class 5A of SD IBA Palembang (Mrs. Cici) on Tuesday, 24 September 2013. The aims of this study is to describe the percentage of the material in class 5A by PMRI approach in SD IBA Palembang and provide experience for the team to design and implement instructional material percentage by PMRI approach.
Team chose percentage, especially converting common fraction to percent, because it is one of the important topics that are taught in elementary school from grade four to grade six as the subsection of fractions. This topic is often encountered in daily life, such as the use of percent as discount at the store, the amount of the percentage of successfully downloaded files on the internet, and presentation of the results of the counting of votes in the election. Based on one of the characteristics of PMRI (use of context), this learning used the activity of class leader election as the context. Context is very important to be starting point of the learning that is meaningfull for students. In this context, we appeared the requirement that would be done the second round of elections if no candidate class leader who got more than 50%. This requirement arised the problems that made students changed vote counting result into percent.
At the beginning of learning, the teacher stimulated students with the questions related to the various fractions, understanding common fractions, understanding percent, and equivalent fraction in everyday life. While in main activities, after students did class leader election, they were grouped into five groups. Each group discussed the solving of the problems in group worksheet (changing the vote counts in percentages) then presented to and responded by other groups. At the end of the lesson, with the teacher, students concluded the materials that have been studied. All of the activities above created interactivity both students and teachers, between students, and students with learning resources. In addition, with the help of the images of rectangles area 5×5 and 10×10, students could construct their own understanding of the problem given that it is beneficial to move to the next matematization (students’ creation and contribution).
Linkages between knowledge/concepts with other materials (intertwining of learning strands) in this study was presented when the students investigate the relationship between the value of the fractional of the image of rectangles area 5×5 and 10×10. In this case, students need to use their understanding of equivalent fractional that have been taught in the fourth grade. In relation to the matematization that is built by students through the use of models (use of the model) during learning, team drafted an iceberg of percentage material.
Based on the observation, all of the five characteristics of the PMRI has been appeared in this study. As the result, students could understand and find a way to change common fraction to percent. They were also very active and enthusiasm to answer the questions, ask the question, discuss the solving of the problems, reasoning, and conclude the learning.
In conclution, class leader election can be chose as the context of learning of percentage that is meaningfull for students. They can understand and reinvent by themselve. Others, the use of the image of rectangles area can be used as a medium to help students to find the ways to convert common fraction to percent.
If you are interested in lesson plan and student worksheet (in Indonesia vertion), please click…
a. Lesson Plan, http://www.scribd.com/doc/192480365/Lesson-Plan
b. Worksheet, http://www.scribd.com/doc/192480042/Worksheet