Desain Pembelajaran Bangun Datar Menggunakan Fable Dog Catches Cat And Puzzle Tangram Di Kelas II SD

Lisnani Lisnani, R. Ilma, Somakim Somakim

Abstract

Tujuan penelitian ini adalah mengembangkan kemampuan berpikir kreatif matematis siswa dalam pengenalan dan pengelompokkan bangun datar melalui fable dog catches cat, puzzle tangram, dan kreasi origami. Metode yang digunakan adalah design research terdiri dari tiga tahap, yaitu: preliminary, design experiment (pilot experiment dan teaching experiment), dan analysis retrospective. Penelitian ini mengembangkan hasil pembelajaran tentang bangun datar melalui serangkaian aktivitas, prosedur, dan strategi bagi siswa dalam menemukan kemampuan berpikir kreatif melalui Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) melalui konteks tangram melalui fable dog catches cat. Puzzle tangram, dan kreasi origami menjadi starting point materi pengenalan dan pengelompokkan bangun datar. Hasil dari penelitian ini berupa learning trajectory pada masing-masing aktivitas yaitu: 1) Aktivitas 1, siswa mengenal berbagai bentuk bangun datar melalui penggunaan fable. 2) Aktivitas 2, siswa mampu menyebutkan dan mengelompokkan berbagai bangun datar melalui puzzle tangram. 3) Aktivitas 3, membentuk dan mengelompokkan bangun datar dan terbentuk suatu kreasi baru berupa kucing, anjing, dan lainnya.

The purpose of this research is to develop mathematical creative thinking abilities and grouping students in the introduction of a flat wake through the fable dog catches paint " , tangram puzzles, and origami creations. The method used is the research design consists of three stages: preliminary, design of experiments (pilot experiments and teaching experiments), and a retrospective analysis. This study develops learning outcomes on a flat wake through a series of activities, procedures, and strategies for students in finding creative thinking abilities through Realistic Mathematics Education Approach Indonesia (PMRI) through tangram context through fable dog catches the paint . Tangram puzzles, and origami creations become the starting point and the introduction of grouping material flat wake. The results of this research are learning trajectories for each activity are: 1) Activity 1, students recognize the various forms of flat wake through the use of fable. 2) Activity 2, students can name and classify a variety of flat wake through the tangram puzzle. 3) Activity 3, forming and categorizing flat wake and formed a new creation in the form of cats, dogs, and other.

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References

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