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dc.contributor.authorGembong, Sardulo
dc.date.accessioned2018-08-01T03:03:30Z
dc.date.available2018-08-01T03:03:30Z
dc.date.issued2018-03
dc.identifier.citationArends, R. I. (2008). Learning To Teacch. Terjemahan Prayitno, Helly,S., Mulyantini, Sri,S. Jakarta. Pustaka Pelajar Arnon I, Cottrill J, Dubinsky E, Oktac A, Fuentes S R, Trigueros M and Weller K. (2014). APOS Theory Framework for Reseach and Curriculum Development in Undergraduate Mathematics Education. New York: Springer-Verlag New York Baker, D., Coolay, L., Trigueros, M. (2011). A Calculus Graphing schema. Journal for research in mathematis education, Volume 31. No 5. pp 557-578 Chick, H.L & Vincent, J.L. (Eds). (2005). Developing Students’ Understanding of the Consept of Fractions as Numbers. Proceeding of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2. Hal 49-56. Melbourne: PME DeVries. 2004. Helping Linear Algebra Students Develop The Concept While Improving Research Tools. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Proceedings of the 28th Conference of the International, Vol. 2. Hal 55- 62. Dubinsky, E. (2000). Using a Theory of Learning in College Mathematics Courses.http://ltsn.mathstore.ac.uk/newsletter/2001/pdf/learning.pdf Dubinsky, E. & Mc Donald, M.A. (2001). APOS: A constructivist theory of learning in undergraduate mathematics education research. In D. Holton (Ed.), The Teaching and Learning of Mathematics at University Level. An ICMI Study (273–280). Dordrecht: Kluwer Academic Publishers. Font, V., Trigueros, M., Badillo, E., Rubio, N. (2012). What is a Mathematical Object ? Looking to Objects from Two Theoretical Perspectives: APOS and OSA. 12th International Congress on Mathematical Education. Seoul, Korea. Hergenhahn, B.R & Olson. (2012). Theories of Learning. Terjemahan Triwibowo B.S. Kencana Prenada Media Group. Hongyu, S. (2008). A Study of Seven Grade Students’ Learning Fractions in China. The Paper in ICMI 11 (11 th International Congress on Mathematics Education), Mexico. Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic, A., Nakabayashi, K., Wong, S.L., Yang, S.J.H. (eds.) (2009). Learning Fractions By Making Patterns – An Ethnomathematics Based Approach. Proceedings of the 17th International Conference on Computers in Education [CDROM]. Hong Kong: Asia-Pacific Society for Computers in Education. Lukhele, R.B., Murray,H., & Oliver, A. (1999). Learners’Understanding of the Adition of Fractions. Proceedings ofthe Fifth Annual Congress of the Association for Mathematics Educaion of Shout Africa, Vol.1. Hal. 87- 97. Port Elizabeth Tecnikon. Reys, R.E. (1992). Helping Children Learn Mathematics. Boston. Allyn and Bacon, A Devision of Simon and Scuster, Inc.id_ID
dc.identifier.issn2502-6526
dc.identifier.urihttp://hdl.handle.net/11617/10222
dc.description.abstractPenelitian ini bertujan untuk mendiskripsikan skema siswa SD dalam menjumlahkan bilangan pecahan dengan cara menggunakan gambar. Subyek penelitian dipilih pada siswa kelas SD V sebanyak 1 siswa dengan kriteria kemampuan matematika tinggi. Prosedur pengumpulan data dilakukan melalui wawancara dengan instrumen pendukung tes kemampuan matematika dan tes masalah penjumlahan pecahan. Trianggulasi data dilakukan dengan memberikan tes masalah penjumlahan sebanyak dua kali secara paralel. Metode analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa skema subyek masih belum lengkap, subyek dapat mensketsa gambar penjumlahan pecahan dengan benar, tetapi subyek tidak mengkaitkan sketsa gambar yang dibuatnya dengan masalah penjumlahan pecahan yang dijumlahkannya.id_ID
dc.language.isootherid_ID
dc.publisherProsiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP) III 2018 2502-6526id_ID
dc.titleSkema Siswa SD untuk Menjumlahkan Bilangan Pecahan dengan Menggunakan Gambarid_ID
dc.typeArticleid_ID


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