PENINGKATAN HASIL BELAJAR DENGAN MENGGUNAKAN PENDEKATAN KONSTRUKTIVISME PADA PENJUMLAHAN PECAHAN BERPENYEBUT BERBEDA BAGI SISWA KELAS IV SD NEGERI 07 NGALAU GADANG KECAMATAN IV NAGARI BAYANG UTARA

  • Nurjana Nurjana
Keywords: Learning Outcomes, Approach Constructivism, Summation Denomination denominator Different

Abstract

Learning the sum of fractions is one of the subjects taught in elementary school (SD) in accordance with the Education Unit Level Curriculum (SBC). According Nahrowi, et al (2007: 220) "fractions are numerical values ​​between two numbers count written a / b, b ≠ 0, a is called the numerator and b is called the denominator, while according to Mursal (2007: 109)" fractions are numbers that emblem can be written in the form a / b where "a" and "b" valid whole number and b ≠ 0, the fraction a / b, "a" is called the numerator and "b" is called the denominator of the fraction. Of these two opinions can be stated that the fraction is a number that is denoted by a / b, where b ≠ 0 and A is called the numerator of the fraction, while b is called the denominator of the fraction.Implementation of learning mathematics by using a constructivist approach using the five steps of learning undertaken on core activities, namely the activation of existing knowledge, acquiring new knowledge, understanding of knowledge, applying the knowledge and experience gained, and reflection. At the end of the activity, students are directed to conclude the lesson and give the final test. Increased student learning outcomes is the first cycle students' average score of 7.4 with a value of 66.7% completeness. And the second cycle students' average score of 8.9 with a value of 88.9% completeness.

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Published
2019-05-11