OBSERVATION REPORT 2nd : Instructional Process of Class 1E, Primary School

SD YSPP PT.Pusri Palembang

Elika Kurniadi

1.INTRODUCTION

Addition is one of ability that must be owned by student in elementary school.

It is very important for student to have a strong concept in addition. Student is given

this ability for the first time in the first level of elementary school. Therefore,

teacher who teach mathematics in the first level must use appropriate approach in

teaching and learning process.

Realistic Mathematics Education is one of the approach that can be used.

Realistic mathematics teaching begins with the phenomenon with the help of teacher

are given the opportunity to rediscover and to construct its own concept. Realistic

mathematics learning gives students a clear understanding about the relationship of

mathematics with everyday life and usefulness for mankind in general.

In this observation report tells about applying of RME in teaching and

learning process especially addition material of number 1 until 20 in class 1E

Primary School SD YSPP PT Pusri Palembang. Characteristics of RME is to use the

context of ‘real world’, models, production and construction students, interactive and

linkages. Teacher can start the lesson by example. For learning and teaching process

in Primary School SD YSPP PT Pusri, it used ‘Tran Musi’ as its context.

‘Trans Musi ‘ is the name of bus which is kind of transportation system in

Palembang. It is familiar context for student in their daily life. Most of students have

experience about ‘Trans Musi’. So, teacher created simulation of ‘Trans Musi’ in

front of class, in this case teacher has a role as a driver and students as passenger.

Besides making a simulation, it used group discussion to make interaction learning

between one student and others.

2. PRE OBSERVATION

Before doing observation of learning and teaching process in the class, on

Tuesday September 13th, 2011, observers (Elika and Evangelista) met teacher (Mrs.

Rima) to discuss about implementation realistic mathematics education in the class

1E primary School SD YSPP Pusri for addition material of number 1 until 20.

First, observers and teacher talked about what is the appropriate context that

can be used for that lesson, then we decided to use ‘Trans Musi’ as a context because

most of student know and have experience with this context. Besides that we would

use beads as manipulative learning as a tool to help student to think from concrete to

abstract.

Second, we discussed about lesson plan together, what teacher will do in the

class based on Realistic Mathematics Education approach. In the end of pre

observation activity, researcher and teacher agreed to do our design teaching and

learning process in the next day, Wednesday, September 14th, 2011 at 08:45 am in

class 1E.

On the other word, the purposes of this design teaching and learning process are

that:

1. Students can find the meaning of addition number 1 until 20 by using “Trans

Musi’ context.

2. Students can solve the problem using addition concept.

3. OBSERVATION ACTIVITY

Observation was done twice by Elika and Evangelista on Wednesday,

September 14th 2011 and on Friday, September 16 th 2011. Observed class is class 1E

which is thought by Rima Yunidar. There are 28 students who are involved in this

observation. Observers watched, recorded, and captured the teaching and learning

process from beginning to the end of class to know how effective our design teaching

and learning process. Observers also collected students’ worksheet to get information

student thinking. Therefore, Data collected include observations, data recording

videos, photos and student worksheet.

4. TEACHING AND LEARNING PROCESS

4.1. FIRST MEETING

In this first meeting, Wednesday September 14th 2011, observers and teachers

discussed to ensure our design learning scenario which has been conducted (small

briefing). There are some changes in the design of learning is that originally there was

no group activities, we revised a little bit part from design of learning that raises the

sum of numbers in the form of group activity using a leaf. This is because that group

activity is one of the characteristics PMRI.

At the beginning of learning, teachers said learning objectives

and motivated students to do questions and answers with the students about the

context of trans musi whether students ever go up ‘Trans Musi’ and then asks one of

the students are told of his experiences. Then the teacher asked the students again

about the number of passengers. And is there any other passenger rise in the next

stop. Teacher asks the students if the number of passengers increasing?

Furthermore, teachers and students did simulation the trans musi. In this case

the teacher acts as a driver trans musi while students act as passengers (Figure 1). The

teacher asks students to go up 7 people into ‘Trans Musi’ and ask the many

passengers on other students. And further teacher asks a student to write the number 7

on the board. Then the teachers raised four passengers again and ask students how

many passengers you just go up and ask other students to write down the number 4 on

the board.

Figure 1. simulation of ‘Trans musi’ in front of class

Teacher sing a song during that simulation to get more attention from student

and to make teaching and learning process more interesting. This is lyrics that song :

“ Ayo naik Trans Musi brrmmmm ... brrmmmm....Siapa hendak naik .....Ke PTC... Pasar enam belas...Bolehlah naik dengan percuma...Ayo kawanku lekas naik...Trans musi tak berhenti lama ....”

After doing simulation, the teacher were removing the beads and asking a

student to take a number of beads and counting the numbers and write it on the board.

Then the teacher asked the students again took the number of beads, count and write

it on the board. Furthermore, students are asked to count all the beads that had he

taken on board and writes the results

Figure 2. student count some beads

The next activity is a addition by using the leaves in groups. Students are

divided into small groups consisting of 4 students. Then the teacher asks the students

to share the leaves and do the same activity like their friend who counted beads in

front of class. Teacher hope that students can discuss about addition in their group, in

fact most of student could not discuss well.

4.2.SECOND MEETING

The second teaching and learning was held on Friday, September 16th 2011.

Teaching and learning process was begun by describing the sum of two numbers with

the same results. Teachers described seven flowers on the board, then draw other five

flowers in the left box and ask the students dressed interest to be drawn on the right

box so that the number of connection is seven. Then the teacher asks students to

explained it (Figure. 3). This activity is repeated several times until students

understand. In this case, students are allowed to count using the fingers. The purpose

of this activity is constructing student thinking to find two number such that those

number is the pair number of addition. The teacher gave students practice questions.

There are three question about addition number 1 until 20.

Figure 3. student drawn flower on the board

5. Analysis

Most of student interested by using ‘Trans Musi’ context because it is familiar

with their daily activity. They were very active to follow teaching and learning

process by that simulation. However, all students are very active and want to come

forward as well as the control class that is lost, so the students become very noisy.

Therefore, teacher should make a rule to have good class management.

Besides that, group discussion did not work well in this case because they

were still in the low grade and this is the first experience for them to discuss into a

group consist of four people . It is difficult for them to share each others.

In addition, most of student could not answer question number three. It is

about find two numbers such that they are a pair of addition based on the question, for

example, the number is 17, students can answer by 10 and 7, 12 and 5, and so on.

Otherwise, it is quite hard for students to find out the solution because of the type of

question. It is open ended question, and students are uncommon or unfamiliar with

this question.

Figure 4. student’s answer for question number 3

The interesting thing about simulation of Trans Musi is when the teacher

asked the number of passengers who ride the bus stop 2 (the expected answer is four

passengers), there are some students who spontaneously answered 11 which is the

sum of all passengers and is the sum 7 and 4. It means that students got addition

concept in this simulation.

6. CONCLUSION

In conclusion, teaching and learning process in class 1E SD YSPP Pusri on

Wednesday and Friday, 14th and 16th September, 2011 is done by ‘Trans Musi’

context. Teacher can make simulation from this context to introduce addition

concept for students. However, class management is one of the problems that

occur in the teaching and learning process that should be carried out by teacher.

Another point, teacher should give open ended question to train student by this

question.