Didactical design of Fraction Concept for Elementary School Students

ICETA 6 || International Conference on Educational Technology of Adi Buana
9 Mei 2015 || ISBN: 978-979-3870-55-7
Penerbit : Universitas PGRI Adi Buana Surabaya

Penulis  : Erlin Ladyawati

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Abstract

Didactical design is a plan compiled to manage student comprehension as a whole, not just limited to a context. A teacher not only teaches a material to reach learning target, but also predicts student’s learning obstacle and preparing pedagogical didactic anticipation. A learning approach appropriate for the condition and the elementary school students’ character is the scientic approach. The aim of this research was to knowing the learning obstacle of fraction concept. The subject of this research was the fifth grade students of SDN Kalisari II Surabaya. This research was used didactical design model. The focus of this research was to evaluate learning obstacle of a simple fraction concept. The result of learning obstacle would serve as the basis of planning a didactical design that could solve the learning obstacle and increase individual or classical student achievement. The data collection method used in this research were student’s achievement documentation, interview, and written test to investigate the students’ comprehension. The result showed that they were five learning obstacle types: (1) student’s understanding of fraction definition, (2) students’ understanding of fraction addition, (3) students’ understanding of fraction substraction, (4) students’ understanding of fraction multiplication, and (5) students’ understanding of fraction division. The didactical design was done in three steps:prospective analysis, metapedidactic analysis, and restrospective analysis; and the minimum passing requirement has been determined.
Keywords: didactical design, learning obstacle, scientific approach.