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dc.contributor.authorEkowati, Dyah Worowirastri
dc.contributor.authorWidya, Ella
dc.date.accessioned2016-05-11T02:42:36Z
dc.date.available2016-05-11T02:42:36Z
dc.date.issued2016-05-11
dc.identifier.citationArikunto, Suharsimi.2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta : Rineka Cipta Amri, Sofan.2013. Pengembangan dan Model Pembelajaran dalam Kurikulum 2013. Jakarta : Prestasi Pustakaraya Mulyasa.2013 Pengembangan dan Implementasi Kurikulum 2013. Bandung : PT. Remaja Rosdakarya Nina. 2014. Jenis-jenis Kesalahan dalam Menyelesaikan Soal Matematika. https://ninamath.wordpress.com diakses tanggal 26 November 2015 Pitadjeng.2010. Pembelajaran Matematika yang Menyenangkan. Jakarta: Depdiknas Panduan Teknis Kurikulum 2013. http://www.academia.edu. diakses tanggal 26 November 2015 Permendikbud No. 65 th 2013 tentang standar proses pada kurikulum 2013. Depdikbud RI. 2013 Permendikbud Nomor 160 Tahun 2014. Kementrian Pendidikan dan Kebudayaan Republik Indonesia Ekowati, Dyah. 2014. Analisis Penguasaan Konsep Matematika Dalam Pembelajaran Tematik Terpadu Kelas 1 MI Nurul Islam Tajinan Kabupaten Malang Permendikbud no 71 pasal 2 th 2013 tentang buku teks pelajaran dan buku panduan guru untuk pendidikan dasar dan menengah.in_ID
dc.identifier.issn2503-5185
dc.identifier.urihttp://hdl.handle.net/11617/7197
dc.description.abstractBased on the regulation No. 71, 2nd verse in year 2013 administered by the Prime Minister of Education and Culture, it is known that using a handbook for teachers and students are started on 1 st to 6 th grade in Elementary school. The handbook is needed to apply the thematic learning for teacher and the student’s handbook is applied as a guide book and practice book to help the students to get involved in thematic learning. The teachers’ and students’ books, contain a mathematic concepts which is included as a part of the thematic learning. If the 1 st grade in Elementary school has appropriate understanding of Mathematic concepts, the result will be fundamental to the understanding concepts for the next grades. Along with this case, the error on Mathematic concept in both handbooks will cause an error understanding concept for the students. Additionally, teachers and students will get the difficulties to understand or develop wider concept. According to the above explanation, this paper will elucidate the result of error analysis in mathematic concept in teachers and students handbook of 1st grade Elementary school and how to improve it. The improvements are required to help the teachers and students in improving the quality of the book and developing better mathematic concepts.in_ID
dc.language.isoenin_ID
dc.publisherUniversitas Muhammadiyah Surakartain_ID
dc.subjecterror identificationin_ID
dc.subjectmathematic conceptin_ID
dc.subjectteachers’ handbookin_ID
dc.subjectstudents’ handbookin_ID
dc.subjectrepair on errorin_ID
dc.titleIDENTIFICATION OF ERROR IN MATHEMATIC CONCEPTS AND ITS REPAIRMENT ON THE TEACHER’S AND STUDENT’S BOOK OF 1 GRADE TO UNDERSTAND THE RIGHT CONCEPTS OF MATEMATICS FOR CHILDRENSin_ID
dc.typeArticlein_ID


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