Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling
<p>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 proble...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Sriwijaya University
2012-07-01
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| Series: | Journal on Mathematics Education |
| Online Access: | http://ejournal.unsri.ac.id/index.php/jme/article/view/572 |
| _version_ | 1818526897116545024 |
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| author | Septi Triyani Ratu Ilma Darmawijoyo Darmawijoyo |
| author_facet | Septi Triyani Ratu Ilma Darmawijoyo Darmawijoyo |
| author_sort | Septi Triyani |
| collection | DOAJ |
| description | <p>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 and retrospective analysis), and the learning approach of realistic mathematic 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. <br /> <strong><br />Keywords</strong>: Least Common Multiple (LCM), Design Research, PMRI, Storytelling, Legenda Putri Dayang Merindu</p><p> </p><p><strong>DOI</strong>: <a href="http://dx.doi.org/10.22342/jme.3.2.572.151-164" target="_blank">http://dx.doi.org/10.22342/jme.3.2.572.151-164</a></p> |
| first_indexed | 2024-12-11T06:29:10Z |
| format | Article |
| id | doaj.art-d224ebf1b5204ffb93242837434a99fe |
| institution | Directory Open Access Journal |
| issn | 2087-8885 2407-0610 |
| language | English |
| last_indexed | 2024-12-11T06:29:10Z |
| publishDate | 2012-07-01 |
| publisher | Sriwijaya University |
| record_format | Article |
| series | Journal on Mathematics Education |
| spelling | doaj.art-d224ebf1b5204ffb93242837434a99fe2022-12-22T01:17:35ZengSriwijaya UniversityJournal on Mathematics Education2087-88852407-06102012-07-013215116410.22342/jme.3.2.572.151 - 164183Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using StorytellingSepti Triyani0Ratu Ilma1Darmawijoyo Darmawijoyo2IKIP PGRI Jember, Jawa TimurSriwijaya University, PalembangSriwijaya University, Palembang<p>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 and retrospective analysis), and the learning approach of realistic mathematic 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. <br /> <strong><br />Keywords</strong>: Least Common Multiple (LCM), Design Research, PMRI, Storytelling, Legenda Putri Dayang Merindu</p><p> </p><p><strong>DOI</strong>: <a href="http://dx.doi.org/10.22342/jme.3.2.572.151-164" target="_blank">http://dx.doi.org/10.22342/jme.3.2.572.151-164</a></p>http://ejournal.unsri.ac.id/index.php/jme/article/view/572 |
| spellingShingle | Septi Triyani Ratu Ilma Darmawijoyo Darmawijoyo Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling Journal on Mathematics Education |
| title | Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling |
| title_full | Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling |
| title_fullStr | Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling |
| title_full_unstemmed | Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling |
| title_short | Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling |
| title_sort | supporting student s ability in understanding least common multiple lcm concept using storytelling |
| url | http://ejournal.unsri.ac.id/index.php/jme/article/view/572 |
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