Main Article Content

Abstract

If students can present concepts in the multiple representations form (verbals, symbols, pictures and concrete objects) and know the structural, students are said to have understood the concept. Props are media that contain concepts in it. Maximizing the use of prop can be related to the characteristics possessed by students. There are different characteristics in students during the process of processing information to generate ideas, especially characteristics in the form of gender (male and female) and cognitive style (Field Independent (FI) and Field Dependent (FD)). The results of the integration of the use of props and the characteristics contained in students to produce a series of activities to maximize the use of props in learning are: (1) Adjusting and understanding the concepts in the props in two other forms (multi-representation), for example with verbal forms and symbols. or in the form of pictures and symbols; (2) Get used to girls to re-explain or justify the three forms of representation of the concept; (3) Ensuring girls can draw pictures of concepts being constructed; (4) Ensure that boys are aware of and reflect on their knowledge and experiences; (5) Ensure that male students get an image of the concept that is being constructed. The results of this training were responded well by the participants and increased the interest and motivation of teachers in creating simple teaching props and using them optimally.

Keywords

Mathematics Teaching Aids Science Teaching Aids Concept Understanding

Article Details

References

  1. Anggoro, S. (2014). Analisis Perbandingan Sikap Belajar dan Penguasaan Konsep IPA menggunakan Strategi Joyful Learning di Kelas IV SD Kota Bandung. Thesis Universitas Pendidikan Indonesia. Bandung. Tidak dipublikasikan.
  2. Dahar R.W., 2011. Teori-Teori Belajar dan Pembelajaran. Erlangga: Jakarta
  3. Djahir, dkk. (2017). Alat Peraga dalam Geometri Ruang (Sumber Belajar Penunjang PLPG 2017, Mata Pelajaran/ Paket Keahlian Matematika). Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan, Kementerian Pendidikan dan Kebudayaan
  4. Francisco, J. M., & Maher, C. A. (2005). Conditions for promoting reasoning in problem solving: Insights from a longitudinal study. Journal of Mathematical Behavior. 24, 361-372
  5. Marinda, L. 2020. Teori Perkembangan Kognitif Jean Piaget dan Problematikanya Pada Anak Usia Sekolah Dasar. An-Nisa’: Jurnal Kajian Perempuan dan Keislaman, 13 (1), 116-152.
  6. Panasuk, R. (2010). Three-phase ranking framework for assessing conceptual understanding in algebra using multiple representations. EDUCATION, 131(2), 235-257.
  7. Polman J., Hornstra, L., Volman M. (2020). The Meaning of Meaningful in Mathematics in Upper-Primary Education. Learning Environment Research. Springer. https://doi.org/10.1007/s10984-020-09337-8
  8. Radiusman, (2020). Study Literasi: Pemahaman Konsep Siswa pada Pembelajaran Matematika. FIBONACCI: Jurnal Pendidikan Matematika dan Matematika, Volume 6 No. 1 bulan Juni 2020. DOI: https://dx.doi.org/10.24853/fbc.6.1.1-8
  9. Santrock, J., W. 2011. Educational Psychology. 5th ed. New York: McGraw-Hill.
  10. Sudarisman, S. (2011). Pembelajaran Sains Pada Pendidikan Anak Usia Dini Melalui Hands On Activities Based On Daily Life untuk Anak. Prosiding Seminar Internasional ke-3 dan Workshop Pedagogik Praktis yang Berkualitas (p. 320-335. Bandung: Universitas Pendidikan Indonesia.
  11. Syukriani, A., Juniati, D. & Siswono, T. Y. E. (2017a). Investigating adaptive reasoning and strategic competence: Difference male and female. International Conference on Mathematics: Pure, Applied and Computation 1867(1), (pp. 020033). AIP Publishing.
  12. Syukriani, A., Juniati, D. & Siswono, T. Y. E. (2017b). Srategic competence of senior secondary school students in solving mathematics problem based on cognitive style. The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS), 1868(1), (pp. 050009). AIP Publishing.