Abstract
Contrast to the shared task at the beginning of mathematics lesson, jumping task is the central part of the teaching that uses higher order thinking skills (HOTs) in Japan. In Indonesia, the curriculum 2013 revised stress on how to use HOTs in the mathematics lesson, the daily life context, and collaborative learning. The goal of this research to know the characteristics of the jumping task which valid, practical and useful supporting primary school students learning percents. This research uses design research as a method. In designing the content materials and their contexts, this research uses PMRI (Indonesian version of Realistic Mathematics Education instructional theory. Moreover, in the designing and implementing learning process, this research use lesson study for learning community (LSLC). Results of this research are valid and practical jumping tasks on mathematics topic percents. Students with low performance have difficulties in solving jumping tasks. However, with collaborative learning, students can answer the percent jumping tasks.
Highlights
People use percent in many jobs and activities in their daily life
The school mathematics curriculum consists of percent both in the primary and secondary school
Students do not know the meaning of the tasks due to the concept of mathematics is given to students at school directly at a formal level and presented as a separate concept from contextual problems (Van de Walle & Folk, 2005; Parker & Leinhardt, 1995)
Summary
People use percent in many jobs and activities in their daily life. the school mathematics curriculum consists of percent both in the primary and secondary school. Van den Hauvel–Panhuizen (1994) stated that students learn percent by practicing many problems using procedure and formula. Students do not know the meaning of the tasks due to the concept of mathematics is given to students at school directly at a formal level and presented as a separate concept from contextual problems (Van de Walle & Folk, 2005; Parker & Leinhardt, 1995). The model bar can function at different levels of understanding (Van den Hauvel–Panhuizen, 2003). The use of bar models on percent learning is beneficial for students (Rianasari, Budaya, & Patahuddin, 2012). The model provides an excellent hold to estimating the percentage as a second benefit. The third benefit is the bar model provides students with more opportunities to progress
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal on Emerging Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
