LEARNING OF PLACE VALUE USING “ RUMAH BILANGAN “

By:

Talisadika Maifa

(talisadika0926@gmail.com)

International Master Program on Mathematics Education

2012

LEARNING OF PLACE VALUE USING “ RUMAH BILANGAN “

Talisadika Maifa

A. INTRODUCTION.

Place value is a basic material that must be understood by primary school student. At the

second grade level, one of the basic competencies is to determine the place value of ones,

tens, and hundreds, where in previous grade, the first grade, student have been able to

determine the palce value of the tens and ones. Mastery of the initial value of the place is

a must-have knowledge for the students to follow the next material about addition and

substraction number to 500.

The problems are often encountered in second grade students are mispronounce and

misspell a number. This can occur because students only have a lack of knowledge of the

concept of place value materials. There are several factors why students are less able to

understand the concept of place value well, one of which is the way teachers teach.

Teachers tend to teach students by give a direct information. For example, to determine

place value of each digit in number 134, the student immediately told that the number 4

occupies the ones place value, 3 occupies the tenth place value and 1 occupies the

hundreds place value. It causes students directly deal with numbers which strange for

them without first understanding about concept of place value or using of media that can

help student understand easier. If this situation still occur it can be ascertained that the

students who don’t understand the place value would be hard to follow the next material.

Based on that problems, the learning activities that will be implemented in grade II

Madrasah Ibtidayah Negeri 2 Palembang by using PMRI approach. One of the

characteristics of PMRI approach, namely the use of PMRI context of using contextual

problems (de Lange in Zulkardi, 2005: 14). The function of contextual problem is to use

the reality problem in applications of mathematics. In addition, to train the students'

ability to apply mathematics especially in real situations. So at the beginning of this

lesson students are given the context of the purchase of red beans in the traditional

market and also using of media that created by designer and theacher.

This instructional design aims to build up the concept of place value to students with

easier way that can be understood by students and by using media that can be used

directly by them

B. Desain Research

1. Preliminary Design.

Before designing instructional design, designer observed the learning process in the

classroom. From this observation designers found some fact. When the teaching

learning process was going on, the students tend to be active and appeared to had

good cooperation with theacher, even sometimes students did not pay attention to

teacher because the situation a little rowdy. However, in several ways, teacher can

occasionally overcome this situation. Another things that was found was the mastery

of previous material by students. There were still students who incorrectly when

asked to name the number. For example, number 125, student mentioned “seratus

dua lima”. Not only that, there were students couldn’t write three digit number in

right way. For example, when teacher mentioned number 103, students wrote 130 on

his sheet. Therefore, the designers tried to design lessons can give a proper

understanding of concepts to students about place value and motivate students to

learn mathematics.

Based on discussions with team and the teacher, specified material that will be taught

next in grade 2A Madrasah Ibtidaiyah Negeri 2 Palembang is place value of

hundreds, tens and ones. For instructional design the designer uses the context of the

purchase of red beans and also use the media that created by designer and named

“Rumah Bilangan “.

Rumah Bilangan is boxes that made by designer and team using cardboard coated

with colored paper. There are three Rumah Bilangan with different colours, blue for

hundreds house, pink for tens house and yellow for ones house. Each house consist of

nina rooms. It means that for ones, the biggest number is 9, for tens the biggest

number is 90 and for hundreds the biggest number is 900.

Picture 1. Rumah Bilangan

These “rumah bilangan” will be fiiled by “kantong kacang merah” as analogy of the ones, tenth

and hundredthths, designers use Kantong Kacang Merah. It is containing only one kidney beans

represent the number of one unit. The second one containing ten red beans represent the tenth

digit. And the last is containing a hundredthth red beans represents the figure of one hundreds.

“kantong-kantong kacang merah “ have own name, kantong satu for ones, kantong sepuluh for

tens and kantong seratus for hundreds.

Picture 2. Kantong Kacang Merah

( Kantong satu, Kantong sepuluh, Kantong Seratus )

With three existing “rumah bilangan” each digit of the number will be declared a

value palce. For example, number 234. It is expected students will put 4 Kantong

kacang merah containing only one kidney beans in each room of ones house,

therefore students can see that the number 4 occupies ones place value and its value is

4. Then 3 kantong kacang merah containing 10 red beans for each room of tens

house, it means 3 occupies tens place and its value is 30 and the last 2 kantong

kacang merah containing 100 red beans for each room of hundreds house, it means 2

occupies hundreds place and its value is 200. Thus, the value of the digit seen from

the number of red beans contained in the Rumah Bilangan.

Each groups of students will receive 3 Rumah bilangan ( ones haouse, tens house, and

hundreds house ) and 9 kantong satu, 9 kantong sepuluh and 5 kantong seratus. In

group, student can work together in using media to understand the concept of place

value.

2. Teaching Experiment

Learning process was conducted in the grade IIA Madrasah Ibtidaiyah Negeri 2

Palembang, performed during one session to two hours of lessons, on November 1st,

2012 by the teacher Mrs. R. A. Mustika Hariyanti, S.Pd. Students involved in this

study were 35 students.

These are the steps in the implementation of learning process which were planned by

designers and teacher:

1. Teacher gives contextual issues

As an apperception, teacher tells the story the purchase of red beans at

traditional markets in Palembang.

”Doraemon, Nobita and Sisuka will make red bean ice, then they buy

the red beans in three different traditional markets in Palembang.

Doraemon buy it at the 16 market, Nobita buy at Cinde market and

Sizuka buy it at Pakjo market. Doraemon spend Rp.300 for it, Nobita

spend Rp.275, and Sisuka bought it for Rp. 400.”

2. Teacher gives Rumah Bilangan, Kantong Kacang Merah and worksheets for

each group

3. Students work with the guidance from the teacher and designers

4. Teachers and students discuss the answer of the problem

5. Students are given individual tasks

6. Teacher encourage students to conclude about the material that has been

studied

7. Teachers give homework to students

This is description of result based on the observation of the learning that occurs in

grade IIA Madrasah Ibtidaiyah Negeri 2 Palembang:

Teacher gave apperception and used red bean context very well. So in the

beginning of learning process, the students listened to the story, and they were

very excited about the purchase of red beans. Students also very enthusiastic in

answering questions which given by the teacher

Picture 3. Students were very anthusiastic when answering the question

The teacher and designers gave Rumah Bilangan and Kantong Kacang Merah to each

group. Students were very interested in those media. Then, teacher gave worksheet to

each group. Each group only got a worksheets that have to be done by the members of the

group. Students made some noise when teacher gave the worksheet. It happened because

every student want to fill out the worksheet individually. This happened because the

students are not familiar with the group discussion learning method.

By reading the question teacher guided the students in solving the problems in worksheet

which related to the context that were given by teacher at the beginning of learning

process. Students answered some questions that contained in the worksheet easily. (

Question number 1 and 2 )

Picture 4. Worksheet

For question number 3, students had to answer by their own self by using media without

any clue from teacher and designer. These are the steps :

Student tried to express the number 275 by using rumah bilangan . There were

groups that answered in correct and also there were groups that need guidance

from teacher or designer

Picture 5. Students try to answer question number 3

Picture 6. Students find the answer of question number 3

After declared the number 275 by using rumah bilangan. Students answered the

question in worksheet.

o How many kantong satu / kantong sepuluh / kantong seratus on each

Rumah Bilangan.

o What number that occupy ones house / tens house / hundreds house

o Obtained the value of numbe

Picture 7. Students answer questions using the media

Picture 8. worksheet

Student wrote the answer on the board

Picture 9. Student write the question on the board

Furthermore, students had to answer all of question on worksheet. There were some of

students in groups had to answer the questions by using media , while others just follow what

was going on without participating in group activities.

Sometimes teacher and team should help the students, because they started to confuse. It was

because of the sentence in worksheet was hard to understand.

Picture 10. Worksheet

At the end of the lesson, the teacher gave individual task as homework.

Picture 11. Individual task

3. Retrospective Analysis

From the result of reflection, designers and teacher assume that:

1. students are able to use the media Rumah Kacang and Kantong Kacang Merah that

given. This means that the students have grasped the concept of place value of

numbers up to 500. Although, there were one or two students do not really

understand.

2. Sight of people exiting students is very high when implemented PMRI learning

approach for students interested in the context, medium, or given worksheets that

causes trouble in class that made teacher and designer team overwhelmed in dealing

with students

3. Many parts of worksheet that should be corrected. In this case, about the phrase used

by the design team are less suitable for second grade students of elementary school

and the number of questions was too much, therefore time was not enough for lesson.

C. CLOSING

Based on the analysis and discussion about learning process of place value up to number 500

use PMRI approach, in this case the use of the context bean with media Rumah Bilangan and

Kantong Kacang Merah, the conclusions are:

1) Learning place value up to number 500 by using a learning design which based on

students' knowledge of the context is to motivate students to be more active and creative

role in the learning of mathematics.

2) The design learning provide an opportunity for designers and teacher to contribute

optimally to provide hands-on experience for students to motivate learning.

This is the iceberg of the activities in the learning place value.

Place Formal understanding of

value of place value

2, 7 and 5 in

275

Drawing the box of place value

Determine place value using

Rumah Bilangan and

Kantong Kacang Merah

Telling the story of red bean

as an ingredient to make

red bean ice

Picture 12. Iceberg