Peningkatan motivasi dan keterampilan hitung pecahan desimal melalui media manipulatif pada pembelajaran tematik-integratif SD

Yuni Ristanti, SD Negeri 15 Ulu Gadut, Jalan Raya Ulu Gadut, Limau Manis Selatan, Pauh, Padang, Indonesia

Abstract


Penelitian ini bertujuan untuk: (1) mengetahui apakah penampilan guru dalam mengajar berada pada klasifikasi baik untuk mendukung peningkatan keterampilan hitung dan motivasi belajar, (2) meningkatkan motivasi belajar siswa, dan (3) meningkatkan keterampilan hitung pecahan desimal siswa kelas 4 SDN 15 Ulu Gadut (Padang) melalui media manipulatif pada pembelajaran tematik integratif dengan menggunakan desain penelitian tindakan kelas. Teknik pengumpulan data menggunakan: observasi, tes tskala motivasi, catatan lapangan, dan tes kemampuan hitung. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukan: (1) penampilan guru dalam mengajar memperoleh skor 160,5; 174; dan 179,17 dengan klasifikasi baik pada siklus 1, 2, dan 3. 2) motivasi peserta didik meningkat dari siklus 1, 2, dan 3 berturut-turut senilai 62,04, 65,56, dan 68,16 sedangkan hasil tes skala motivasi meningkat dengan skor pada siklus 1, 2, dan 3 senilai 79,41, 85,05, dan 87,05. (3) Hasil tes keterampilan hitung siklus 3 memperoleh skor 90,81 pada level I, 93,51 pada level II, 75,14 pada level III, 75,68 pada level IV, dan 76,76 pada level V.

Kata Kunci: keterampilan hitung pecahan desimal, motivasi belajar, media manipulatif, tematik-integratif.

 

Improving Motivation and the Decimal Computation Skill by Using Manipulatives in Thematic-Integrated Learning in Elementary School

 

Abstract

This study aims to: (1) determine whether teacher’s performance in teaching using manipulatives media are in good classification to support arithmetic skills and students’ learning motivation (2) increase the learning motivation,  and (3) increase the decimal computation skill of class IV B students of SDN 15 Ulu Gadut, Padang by using manipulatives. The results are as follows: (1) the teacher’s teaching performance is in a good category with a total score of cycles I, II, and III, 160.5, 174, and 179.17 respectively. (2) the students’ learning motivation has increased by 62.04 in cycle I, 65.56 in cycle II, and 68.16 in cycle III and then, the result of students’ motivation scale test is in a very high category, with an average increase of 79.41, 85.05, and 87.05 in cycles I, II, III. (3) the results of arithmetic skill test at the end of the third cycle are at an average score of 90.81 at level I, 93.51 at level II, 75.14 at level III, 75.68 at level IV, and 76.76 at level V.

Keywords: decimal computation skill, learning motivation, manipulatives, thematic-integrated.

Keywords


keterampilan hitung pecahan desimal; motivasi belajar; media manipulatif; tematik-integratif.

Full Text:

FULLTEXT PDF

References


Adeyemi, D. A. (2010). Justification of a multidisciplinary approach to teaching language in botswana junior secondary scholls. The Journal of Language, technology & Enterpreneurship in Africa, vol 2, 1, 2010.

Ayres, H. W. (2005). Factors related to motivation to learn and motivation to transfer learning in a nursing population. (Disertasi doktor, North Carolina State University, 2005). UMI, 3162411.

Bangurah, K. H. E. (2007). The efficacy of manipulative material for improving the academic achievement and attitudes of at-risk middle school students. (Disertasi doktor, American University, 2007)

Bennet, A.B., Jr, Burton, L.J., & Nelson, L.T. (2012). Mathematics for elementary teachers: a conceptual approach. New York: The Mc Graw Hill Company.

Blaszczynzki, C., & James, M. L. (2001). Fractions, and decimals, and percents, oh my! Proceeding of the Academy of Educational Leadership, vol. 6, 2, 19-24.

Burns. (2013). Improving student achievement in mathematics by using manipulatives with classroom instruction. The Natonal Council of Supervisors of Mathematics Improving Student Achievement Series, 11.

Carroll, W.M. (1996). Mental computation of students in a reform-based mathematics curriculum. School Science and Mathematics. Oct 1996; 96, 6; ProQuest. pg. 305.

Cook, S. P. (2009). Making connections: implementing an integrated thematic Instruction curriculum model to assist teachers of at-risk Middle school students. (Disertasi Doktor, Rowan University, 2009). UMI, 3359922.

D’Augustine, C. & Smith, C.W. (1992). Teaching elementary school mathematics. Boston, Massachusetts: HarperCollins Publisher Inc.

Daryanto. (2013). Media pembelajaran: peranannya sangat penting dalam mencapai tujuan pembelajaran. Yogyakarta: Gava Media.

Degeng, N. S. (2013). Ilmu pembelajaran: klasifikasi variabel untuk pengembangan teori dan penelitian. Bandung: Aras Media.

Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes. Jogjakarta: Mitra Cendikia Press.

Djohar. (2006). Guru, pendidikan & pembinaannya (penerapannya dalam pendidikan dan UU guru). Yogyakarta: CV Grafika Indah.

Durmuş S. & Karakirik, E. (2006). Virtual manipulatives in mathematics education: a theoretical framework. The Turkish Online Journal of Educational Technology, 5,117-123.

Widoyoko, E. P. (2013). Evaluasi Program Pembelajaran. FKIP UNS Surakarta: Surakarta.

Humaida, I. A.I. (2012). Research on: Motivation to Learn English among College Students in Sudan. English Language Teaching; Vol. 5, 49-56.

Ahmadi, I. K., & Amri, S. (2014). Pengembangan & model pembelajaran tematik integratif. Jakarta: Prestasi Pustaka..

McCharty, P. (2007). The role of mental computation and estimation in elementary school. (Disertasi Doktor, University of Toronto, 2007). Library and Archives Canada, 978-0-494-27929-8.

McTaggart, R. (1991). Action research: a short modern history. Victoria, Australia: Deakin University Press.

Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 64, Tahun 2013, tentang standar Isi Pendidikan Dasar dan Menengah.

Menteri Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 67, Tahun 2013, tentang Kerangka Dasar dan Struktur Kurikulum Skolah Dasar/Madrasah Ibtidaiyah.

Wangid, M., Mustadi, A., Erviana, V., & Arifin, S. (2014). Kesiapan guru SD dalam pelaksanaan pembelajaran tematik-integratif pada kurikulum 2013 DI DIY. Jurnal Prima Edukasia, 2(2), 175-182. doi:http://dx.doi.org/10.21831/jpe.v2i2.2717

Mun Yee Lai & Kin Wai Tsang. (2009). Understanding primary children’s thinking and misconceptions in decimal numbers. International Conference on Primary Education, 1-8.

Nilsen, H. (2009). Influence on student academic behaviour through motivation, self-efficacy and value- expectation: an action research project to improve learning. Issues in Informing Science and Information Technology, Vol. 6, 545-556.

Santrock, J. W. (2011). Educational psychology. New York: Mc Graw Hill.

Smaldino, S.E., Lowther, D.B., & Russel, J.D. (2007). Instructional technology and media for learning.Upper Saddle River, United State of America: Pearson Merril Prentice Hall.

Souviney, R. J. (1994). Learning to teach mathematics (2nd ed.). New York: Macmillan Publishing Company.

Sud, A., & Kumar, S. (2006). Dysfunctional thoughts, achievement motivation, and test anxiety among University students. Pakistan Journal of Psychological Reserch, 21, 1/2, 40-51; ProQuest Research Library.

Sugiyono. (2013). Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r & d. Bandung: Alfabeta.

Wheeldon, D. A. (2008). Developing mathematical practices in a social context: an Instructional sequence to support prospective elementary teachers’ learning of fractions. (Disertasi doktor, University of Central Florida, 2008). UMI, 3319284.

Witzel, B. S., Ferguson, C. J., & Mink, D. V. (2012). Number sense: strategi for helping preschool through grade 3 children develop math skills. National Association for Education of Young Children, 5, 89-94.

Woolfolk, A. E. (2007). Educational psychology. Boston, Massachusetts: Pearson Education, Inc.

Woolfolk, A. E., & Nicolich, L. M. (1984). Educational psychology for teachers. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Yen Hua Chen, Chiu Pin Lin, Chee Kit Looi, Yin Juan Shao, Tak Wai Chan (2012). A collaborative cross number puzzle game to enhance elementary students’ arithmetic skills. The Turkish Online Journal of Educational Technology, 11, 2, 1- 14.




DOI: https://doi.org/10.21831/jrpm.v3i1.9686

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Jurnal Riset Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Riset Pendidikan Matematika indexed by:

 

  


Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats