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The Fifth Instructional Design of PMRI (Indonesian Realistic Mathematics Education): “How many more cake boxes are needed to fulfill the cardboard box?”

(A Description of  Learning of Volume of Cuboid and Cube at Grade 5C SD N 1 Palembang )

Ice berg Vol Cube

by:

Ahmad Wachidul Kohar
Fanni Fatoni
Wisnu Siwi Satiti

bangwachid@gmail.com, fan_math05@yahoo.co.id, siwi.wisnu@gmail.com

A.  Introduction

One of the important topics  taught in the learning of three dimensional space in elementary schools is volume. Activities related to the volume of  three dimensional space  has frequently been performed by students in daily life, such as filling the tub with water until full, observing the sand-laden truck, filling cardboard boxes with smaller cake boxes, up to more complex things like counting the lack of packaging the goods packages that needs to be added to the container so that the car is full. The experiences of students who are associated with these activities can be the starting point for them to learn the concept of volume of three dimensional space.

At primary level, the concept of understanding the volume needs to be implanted to students first before they do the investigation into the discovery of how to find the volume of three dimensional space. This concept can be embedded by providing the experience of how to compare two objects by asking which one is bigger. Learning can begin with a discussion as to the question: which one is usually need more water until full, bath tub or tub lavatory. Through interactive discussion, students will put forward the idea of an answer in accordance with the experience they have gained, such as by considering the shape and the size of each type of tubs or estimate how many times they move water from the well to those both types of tub. This kind of thing is in line with Panhuizen (2005: 54) revealing that  in learning of  volume, students need to be given the experience of comparing the content of objects that are useful for reaching an understanding of the concept of volume. Read the rest of this entry

PEMBELAJARAN BALOK DAN KUBUS YANG MELIBATKAN KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DI KELAS VIII RSBI-SMP

Ahmad Wachidul Kohar 1 dan Abdul Haris Rosyidi 2

Jurusan Matematika, FMIPA Unesa, Surabaya

bangwachid@gmail.com

ABSTRAK 

Teori kecerdasan majemuk yang diungkapkan Gardner menjelaskan bahwa seorang siswa akan dapat mempelajari suatu materi dengan baik apabila materi tersebut disampaikan sesuai dengan kecerdasan yang menonjol pada siswa tersebut. Oleh karena kecerdasan siswa beragam, dalam proses pembelajaran guru dituntut untuk dapat memfasilitasi  setiap kecerdasan yang ada. Asas pembelajaran di RSBI (Rintisan Sekolah Bertaraf Internasional) mengamanatkan untuk melibatkan kecerdasan majemuk dalam proses pembelajaran matematika. Makalah ini mencoba mendeskripsikan aktivitas pembelajaran yang dapat dilakukan pada materi balok dan kubus di kelas VIII RSBI-SMP  yang melibatkan delapan jenis kecerdasan majemuk, yaitu kecerdasan verbal/linguistik, kecerdasan logis-matematis, kecerdasan visual/spasial, kecerdasan kinestetik, kecerdasan musikal, kecerdasan interpersonal, kecerdasan intrapersonal, dan kecerdasan naturalis. Beberapa aktivitas yang dimaksud adalah berkunjung ke pos-pos informasi untuk mengidentifikasi unsur dan sifat balok dan kubus, menggulung model kubus/balok untuk menemukan jaring-jaring kubus/balok, menyelesaikan soal di “Seeker Card”, mengerjakan dan mempresentasikan hasil kerja LKS secara berkelompok,  menuliskan refleksi selama mengikuti pembelajaran di “Reflection Card”, dan menyanyikan lagu “Cuboid and Cube”.Makalah ini merupakan bagian dari  hasil penelitian pengembangan perangkat pembelajaran matematika yang melibatkan kecerdasan majemuk pada materi balok dan kubus untuk kelas VIII SMP.

Kata kunci: kecerdasan majemuk (multiple intelligences), balok dan kubus, kelas VIII RSBI-SMP.

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