interview on percentage
DESCRIPTION
A task-based interview with a student of SD Pusri Palembang, to which our design on learning percentage has been implemented. Role-playing as surveyor-respondent was applied to bridge the students understand the concept of converting common fraction into percentTRANSCRIPT
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Interview on Percentage
By:Muhammad Husnul
Khuluq06022681318076
IMPoMESriwijaya University
2013
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Prior Activities
Learning Implementation
1.
- Focus : Converting Fraction into Percent- Time Allocation : 1 meeting (2 x 35 minutes)
2.
Learning Design- Approach : RME- Context : Survey- Media : Questionnaire, Grid Tables
To be interviewed
MRP
To be analyzed
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Result and Analysis
Problem 1
Question No.1
Student’s Answer
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Video 1
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Analysis
MRP has understood the equivalence of per-100 fraction with percent (%)
MRP has known the procedure of converting a fraction into percent
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Analysis
MRP seemed not to mean the procedure
WHY MUST BE 10/10?
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Result and Analysis
Problem 2
Question No. 2
Student’s Answer
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Video 2
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Analysis
Afterall, he could easily find the result (as for question 1)
MRP misinterpreted the data representation (turus)
MRP has known that 15 of 20 could be represented as 15/20
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Result and Analysis
Problem 3
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Video 3
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Analysis
MRP had difficulty solving problem involving discount for harder cases
MRP understood the term ‘discount’ and could apply it for simple cases
MRP had difficulty associating ‘fraction/percent’ with money
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1. Converting percent into fraction and change it into its
simplest form
2. Representing the simplest fraction into
fraction-boxes
3. Finding the nominal represented by each smaller-box through
division
4. Calculating the discount and solving the
problem
The procedures undertaken by the student in solving the problem involving discount
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Conclusion
The student understood ‘percent as per-100 and vice versa’ and could perform the procedures of converting both forms.
1The student understood the ‘a’ in fraction ‘a/b’ as part of ‘b’.2The student recognize ‘discount’ and could solve the problem which involves simpler number (either the discount or the money).
3
The student is still in the level of procedural thinking when solving the a harder problem involving discount.4
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Thanks for Your Attention