PLAY METHOD AND MATCHSTICK MEDIA
a. How to create a fun learning math on a material change to the symbol symbol bilanagn chopped roman numeral?
b. Is the use apai match can create a math learning fun and meaningful change in the material symbol of natural numbers become a symbol of the Roman numeral?
This study aims to improve mathematics achievement on the material symbol integers. In addition, through this game will create an atmosphere of fun and meaningful learning.
Math is one subject which is mandatory for students ranging from elementary school level to high school. Learning mathematics is an exact science that contain material (eksata) and abstract.
Described as learning mathematics with the manipulation of numbers and pemecahann problems in academic and daily life. Mathematics as a basic science foundation pemgetahuan a variety of science and the world of work.
Mathematics learning objectives in the curriculum are:
a. Understand mathematical concepts, explains the relationship between concepts and apply concepts or algorithms flexibly, accurately, efficiently, and accurately in solving problems, b. Menggunakann reasoning on patterns and
properties, perform mathematical manipulations in making generalizations, compile evidence, or explain mathematical ideas and statements, c. Solve problems that include the ability to
understand the problem, devised a mathematical model, solve the model and interpret the obtained solution,
d. Communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem,
e. Have respect for the usefulness of mathematics in life, which is curious, attention, and interest in studying mathematics, as well as a tenacious attitude and confidence in solving problems (Department of Education, 1994).
Thus, learning mathematics is not just aimed so that students are able to perform arithmetic oprasi addition, subtraction, multiplication and division, but the students were able to use mathematics in problem solving (problem solving).
This material is standard competencies of students using the Roman numeral symbol with the following core competencies:
a. Familiar with the Roman numeral symbol b. Declared natural numbers and Roman numerals
instead
Learning of mathematics in the field shows that math seem serious, tense, and even tend intimidating for students. This can be seen from the lack of interest of students towards mathematics.
The cause of it is the lack of motivation to learn mathematics, methods and media are monotonous
and not varied, both from the students and the teacher factor itself. The effect is mainly on the low student achievement in mathematics.
The problems of the student factors can be described as follows:
a. Lack of student motivation to learn math b. The existence of a fear of math because math
requires a lot of extra work with numbers abstract thinking.
c. Lack of knowledge and lack of skills in using mathematics in daily life application.
While the issue of teachers' factors can be identified as follows:
a. Methods and media used by teachers is limited and less varied.
b. Teacher only gives the memorization techniques.
c. Teachers' lack of appreciation of the process and the results obtained student.
d. Teacher fixed on a solid curriculum demands that students' mastery orientation but not on completion of the course material.
The problem is compounded by the problems that refers to the assessment results not only in the process, as well as other factors. These problems can be solved by learning process improvements that teachers do. In other words, teachers must continue to innovate, be creative in learning to conduct classroom action research, observing, analyzing the results and learning to think and make improvements so that objectives can be achieved.
Competency standards that are expected of students can menggunakanlambang Roman numeral. Therefore students need to know in advance the Roman numeral symbol. The introduction can be done by looking at the use of the Roman numeral lambangan.
Bruner theory states that learning mathematics teaching will be successful if the process is directed to the concepts and structures contained in the subject being taught, in addition to related relationships between concepts and structures.
Mathematics instruction should be given the opportunity to manipulate objects (props). With the props that students can see first hand how the regularities and patterns contained in the observed props. From here, it appears that Bruner suggests involvement of the student in the learning process.
Thus it can be said that the props or teaching media is very important to the success of learning.
Learning that lasts a matter of observation the author, who then thought strategies to overcome the problems that arise. Learning that takes place is the lack of appropriate use of instructional media and support in the delivery of mathematical concepts.
Students were given a lecture that concept with the more abstract concepts, while students are still in the thinking stage concrete stage. Based on the case trying to find a strategy, or the way that the media can help to mengkonkritkannya.
Learning model is needed to improve the quality of learning. Besides learning model is used to help explain abstract mathematical concepts become more concrete. The purpose of the use of learning models is as follows:
a. Eliminate the boredom of students
b. Increasing students' motivation to learn a thing dala
c. Develop students' desire to discover new things d. Serve students' learning styles of diverse e. Increasing levels of students in learning
activities keadktrifan
f. Create a fun learning environment
With the right model, the concept of which is difficult and tedious to be interesting, especially if the function is varied with other media, such as digital media.
2. Discussion
Learning before use media that is learning with lectures, students just listen and solve problems. From these results obtained initial values described in the following table:
Table 1. Data Value Before of Treatment
Range
Number of Student
deskription Avarage
≥ 70 10 Tuntas
63,5
60 - 69 12 Belum
tuntas
60 6 Belum
tuntas
jumlah 28
Based on the table above, the value of minimum completeness criteria KKM 70, there are 18 students who have not completed and 9 students who already completed. The number of students who have not completed indicates that learning has not been successful. So that the necessary repairs are learning to use the media used for the cultivation of the concept.
On the appointed day the students learn the material using the Roman numeral matches.
Previous students invited to enjoy a show that shows the use of the Roman numeral. Impressions in the form of a powerpoint presentation. The presentation contains historical sites, urban streets, and objects using Roman numbers. The purpose of the presentation is that students can get to know the use of the Roman numeral concrete. After students
watch the show, the students began to learn by using the media.
Students examine the Roman numeral symbol and its meaning. After that, students work in groups. Students to practice and learn from each other and the other one between friends. Students learn to arrange matches to be appropriate symbol roman numeral numbers mentioned teachers. If there is difficulty friends friend who can guide him so that students are active atmosphere and help each other.
The next stage is to integrate learning with game method. Each group sends representatives to advance in front of the class and complete the form matches a symbol of the Roman numeral corresponding sosla given. The competition system makes students feel happy. Students no longer feel bored to learn mathematics. students also had no difficulty in completing the task. As the end of the lesson, students complete the student worksheet (LKS).
After students take learning to use the media matches, held evaluation. Evaluation results show an increase in the value obtained. Class average to 74. Students who scored above KKM or completed as many as 24 students, while the students were less than KKM number of 4 students.
Proceeds from the students after using the media matches are as follows:
Table 2. data Values After of Treatment
range
Number of student
deskription avarage
≥ 70 24 Tuntas
74
60 - 69 2 Belum
tuntas
≤ 60 2 Belum
tuntas jumlah 28
In addition to an increase in value, students also felt pleased with the learning of mathematics.
after learning is complete, students were given a paper to write responses to pemeblajaran that have been implemented. Most students wrote that mathematics learning to be fun, math be fun because while playing, and the students asked to extend the meeting time. Based on this it can be concluded that in creating a fun learning does not require a big expense. Objects around us can also be used. In addition, the use of media influence and interests elementary school student achievement.
3. Conclusion
Results improved learning materials using media Roman numeral matches, can be summed up as follows:
a. Learning mathematics can seem difficult to overcome by creating a fun learning math, the use of media and methods are appropriate and support the learning objectives.
b. Creation of a pleasant learning mathematics with the use of media and methods of game matches.
c. Increased student motivation and active in participating in learning mathematics because students can practice on their own and directly using media and games.
d. The results of student learning achievement Roman numbers increased from 63.5 to 74 in a single repair cycle.
e. Planting a Roman numeral concepts into concrete to abstract models of usage in everyday life.
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