Abstract
This study aims to produce Learning Trajectory (LT) that can help students understand the division of fractions in grade 5 elementary schools. This study was conducted on 30 students in class V.e MIN 2 Palembang, South Sumatra Province, Indonesia. This study uses Design Research method with three research stages, namely: 1) Preliminary Design/ preparing for an experiment which is the stage of designing Hyphotecal Learning Trajectory (HLT) and instruments needed, 2) Design Experiment namely HLT test phase consisting of Pilot Experiment and Teaching Experiment and 3) Retrospective Analysis. Instruments for data collections are video recordings, documentation, and interviews, observation sheet, and pre-test and post-test. Hypothetical Learning Trajectory (HLT) of learning division of fractions has been designed into Learning Trajectory (LT) so it can function as a Local Instructional Theory (LIT) which can be developed to provide the materials of the division of fractions for students. The results of this study indicate that the trajectory of learning produced can help students understand the division of fractions. Therefore, it will be able to contribute positively to the various parties who have an interest in the education such as teachers, students, schools and the government. Furthermore, it is also can be used as a reference in the teaching and learning and developing materials of teaching mathematics.
Highlights
One of the fundamental concepts in mathematics is fractions
Ekawati (2008), stated that "the reason why the fractions are one of the materials that are difficult in mathematics because usually mathematics in primary schools are based on things that are abstract"
Based on the results and the discussion above, it can be concluded that: 1. Hypothetical Learning trajectory that has been implemented in this study has becomethe
Summary
Sukajati (2008) stated that "fractions is one of the concepts that are considered difficult to be understood by students and even teachers". One of the causes of errors students made in solving division of fractions is the error in the use of the algorithm. Ekawati (2008), stated that "the reason why the fractions are one of the materials that are difficult in mathematics because usually mathematics in primary schools are based on things that are abstract". Teachers tend to immediately focus on procedures for using algorithms only. They do not start from the real context for students while many things can be used as the real context to study mathematics (Ulya, 2010; Diah, 2013)
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