Abstract
This research aimed to develop local instruction theory that is valid, practical, and effective to help elementary school students developing their mathematical problem-solving skills. Therefore a sequential activityis design on dailybasis to encourage students to develop their ability to solve mathematical problems, especially on the topic division. To achieve the goal, realistic mathematics approach was implemented to grade three elementary students in the learning process. The designed activities were validated by experts on the aspects of mathematical contents, language, didactical process based on realistic mathematical approach. Data were analyzed with descriptive statistics and parametric statistics. The validation results show that the local instruction theory was valid, and the implementation shows that the local instruction theory is practical and effective in improving students' mathematical problem-solving skills.
Highlights
Berhitung adalah salah satu kemampuan dasar dalam matematika
The designed activities were validated by experts on the aspects
didactical process based on realistic mathematical approach
Summary
Produk yang dihasilkan berupa Local Instructional Theory (LIT) untuk topik pembagian dengan bentuk awalnya berupa Hypothetical Learning Trajectory (HLT) yang didukung oleh RPP dan LKPD. HLT diawali dengan thought experiment, yaitu memikirkan alur pembelajaran yang akan dilalui siswa dan kemudian melakukan ujicoba di kelas (instruction experiment) dan dilakukan refleksi terhadap hasil pelaksanaan tersebut. HLT diujicobakan kepada siswa kelas III SDN 37 Sungai Bangek yang berjumlah 18 peserta didik. Pembelajaran yang dilaksanakan didasarkan kepada HLT dan RPP yang telah diperbaiki berdasarkan uji coba pada kelompok kecil. Efektivitas produk diukur dengan membe rikan tes kemampuan pemecahan masalah mate matika kepada siswa di akhir pertemuan. Efektivitas produk diketahui dengan mem bandingkan persentase kemampuan pemecahan masalah matematika siswa dan melakukan uji hipotesis. Adapun rumusan hipotesisnya adalah “Kemampuan pemecahan masalah siswa dengan menggunakan Local Instructional Theory lebih tinggi dari yang diajarkan secara konvensional”
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