Journal review “the role of context in third graders’ leaarning of area measurement”

This review is based on the journal “the role of context in third graders’ leaarning of area measurement” that was written by denny haris and ratu ilma

I review this journal to fulfill my english course assignment. This review is written with the following structures as problem formulation, methodology and the result

Problem formulation

The author state that many researches showed that the most of students find the difficulty in measuring area. The formula of area tends to be taught directly without involving the conceptual basis and the area measurement are separated from children’s daily experiences. Based on the problem background above i can describe the problem formulation of the author’s research by the following point

·         How to design and link the teaching and learning of area measurementto a set of students’ experience-based activities ?

·         How the investigation of the context as preliminary of teaching and learning about area measurement held in 3th grade of primary school SDN 119 Palembang ?

Methodology

The author using the design research methodology as it methodology. The aim of design research is to develop a local instructional theory through collaboration of teacher and researcher in teaching and learning process (Gravemeijer & Eerde, 2009). Consequently, methodology used in this research is design research.

The set of experience-based activities will be design for students in grade 3 of primary school as approach to understand area measurement. In this research, a sequence of instructional activity for area measurement contains conjecture of students’ strategies and thinking, and the traditional handicraft, anyaman, is used as the starting point in teaching and learning process.

This research consists of three phases in iterative process. Iterative process means there are invention and revision in the designed instructional activity during research.

Design research phases are described below:

1. Preliminary design

2. Teaching experiment

3. Retrospective analysis

Result

The author state that Anyaman has the potential for teaching and learning about area measurement that includes comparing, ordering, and measuring. Anyaman as a traditional tool actually can help student to learning an area measurement. It can be as an unit of benchmark in comparing area. Students present their strategies in comparing two and several anyamans. One of the strategies is the using of natural unit as the benchmark other than the placing anyaman on top of the other. Comparing of two anyaman is not difficult for students, but it is different for several anyamans. That is why the students choose the unit in comparing area. This method is also can answer the question how to link the learning of measurement area and student activity in daily life.

The student in developing their ability in measurement area using anyaman is work with their different model. I think it is one of the best way to build the student creativity. The  modelling of each student in learning are shows in the way they do with anyaman. The figure that showed in the journal show us the model. I can understand that anyaman is really easy for student to learn area measurement. I think that is the investigation of the problem.  According to author’s statements, In general, students invented and developed their own model in interpreting the situational problems. In anyaman students came up with an idea to use unit of anyaman as the benchmark to compare the size. In referential level students’ idea was followed up by the use of anyaman as measuring instrument to measure the object of transparency. Moreover, the use of square unit became the base of the emergence of student-made measuring instrument as the model of situation.

In general level students started to use their instrument (graph paper) as model for measuring the area of objects. The use of student-made measuring instrument as model for area measurement showed that general level of modeling has been accomplished by students. The unit and the model invented by students play the important role to bridge experience-based activities to formal level in teaching and learning about area measurement.

here is the link to the journal's file https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjbmZSjpoTRAhUIM48KHackASUQFggdMAA&url=http%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FEJ1078538.pdf&usg=AFQjCNE6PjZ0siZ6L9CyehWo2SmSXeCM8g&sig2=H1jeR85h_-SOYPMoHuGf_g