The design learning of fraction with realistic mathematics education in elementary school

Abstract

Fractions are one of the mathematics topics that is almost to be a problem for the elementary school. This problem arises because generally, students do not understand the concept of fraction. Fractional operations involve more procedures that must be taken than integer operations, where some of the results of the operation produce numbers that are difficult to understand logically. This research is design research designed to provide an excellent consideration of learning process of fractional operations through allegations built-in framework analysis hypothetical learning trajectory (HLT), which later tested in realistic mathematics education (RME). RME underlies all research design research activities. The results of this study are drawn from local instructional theory in the form of a high consideration of the learning process that provides general answers to a topic being taught. Design research is carried out in three stages, namely preliminary design, teaching experiment consisting of cycle 1 and cycle 2, and the third stage of retrospective analysis. The study involved using a sample of 29 grade V students at Nurul Hasanah elementary school consisting of 4 students in cycle one and 25 students in the second cycle. The results show that the use of circle contexts and bar representations trigger the learning trajectory that students pass through in understanding fraction addition operations. The stages of learning addition operations by HLT are designed, namely: understanding fraction values as part of the whole, comparing two fractions of value, looking for fractions of value, carrying out the same summing operations, and performing the summarized operations not the same.