Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling

Septi Triyani,Darmawijoyo Darmawijoyo,Ratu Ilma

doi:10.22342/jme.3.2.572.151-164

Septi Triyani, Darmawijoyo Darmawijoyo + Show 1 more

Open Access

https://doi.org/10.22342/jme.3.2.572.151-164

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Abstract

Several researches showed that students had difficulty in understanding the concept of Least Common Multiple (LCM) in Elementary School. This underlies the researcher to design a learning of LCM using storytelling, Legend Putri Dayang Merindu (LPDM), which contains situational problem related to LCM. The purposes of this study are to know the role of LPDM in supporting students' ability to understand LCM concept and to generate a student learning trajectory in learning of LCM using LPDM. This research uses methodology of design research consists of three steps (i.e. preliminary design, teaching experiment andÂ retrospective analysis), and the learning approach of realistic mathematics education, labeled by PMRI in Indonesia. From the research result conducted in MIN 1 Palembang can be concluded that the learning of LCM using LPDM has role in supporting students' ability to understand LCM concept. Therefore, student learning trajectory to understanding LCM concept is started from solving of situational problems based on LPDM until formal solution of LCM. In this case, there are three stages that students through (i.e. understanding concept of multiple, common multiple and LCM) using various strategies in the level situational, model of, model for and formal.

Highlights

Student’s difficulty in understanding the concept of Least Common Multiple (LCM) and in solving problems related to that concept are showed by some researches that its difficulty as the implication of teaching learning of LCM taught in the formal level directly using procedural and manipulative ways (Orhun, 2002; Dias, 2005; and Camli&Bintas, 2009)
One of mathematics learning methods oriented in mathematizing of daily experience is Realistic Mathematics Education (RME), which in Indonesia it is known as Pendidikan Matematika Realistik Indonesia (PMRI)
RME ideas came from Fruedental which emphasizes mathematic as human activity (Heuvel-Panhuizen, 1996)

Summary

Introduction

Student’s difficulty in understanding the concept of Least Common Multiple (LCM) and in solving problems related to that concept are showed by some researches that its difficulty as the implication of teaching learning of LCM taught in the formal level directly using procedural and manipulative ways (Orhun, 2002; Dias, 2005; and Camli&Bintas, 2009). - In the forth activity, from the students’ reasoning in determining day, date, and how many time Putri and Kemala would meet again, if they made appointment to meet every two days, can support students’ reasoning in understanding common multiple concept.

Results

Conclusion