Classroom Observation Report in grade II/c of SD Negeri 119 Palembang

Addition of Numbers Dozens Stackable in Long And Short tiered
By: Dwi Afrini Risma (20112812009)
Student of IMPOME Unsri 2011

The sum is one material that has been studied in 1st grade of elementary school in the first half of the year. The difference is in the first half of this second class, we discussed about the material that involves dozens of numbers, where the process involves the calculation of simple figures without storage. On Friday, 16 September, the observer in collaboration with teacher PMRI SD Negeri 119 Palembang taught about the summation of the material for dozens of numbers without storage where the teaching -learning process used The Realistic Mathematics Education approach.

The purpose of this observation is that students can do the summation of numbers without dozens of tiered storage by way of long and short compound.

Observation Questions
Is the teaching method used can help students to understand and perform the summation as it existed on the purpose of this observation?

Results and Discussion
The teaching-learning process in class IIc Elementary School 119 began with an introduction of observer and goals of the observer conduct the observation. First of all, the teacher collected the students Homework assignment (PR) from the previous meeting, then proceed to review the material about the dozen of s number by Ms. Agustini as the teacher of that class. From the review process that was done, it clearly seen that students have been able to recall material previously taught. Furthermore, mothers Agustini divided students into 4 (four) groups consisting of 5 (five) students. Each group was given the name of the flower, the Jasmine, Orchid, Dahlia, and the Rose. Students were enthusiastic and excited when she instructed them to Formatting groups according to predetermined rules.

Figure 1. the students is Counting the number Beans Nuts Provided

At the beginning of learning, Ms. Agustini shared some seeds of beans in each group with different amounts. Each group was required to calculate the amount of beans. After the calculations are done by all the groups, one student from each group will be appointed to write the results of their calculations with the notation of numbers. Then the teacher asked students to pronounce the numbers as she again reminded the material last meeting and explain what is meant by summing the length notation and how to do summation using length notation. While there were few students who could not write and read properly, then other students will succeed by providing answers alternately. Next students are introduced to the process of summation of numbers without a tiered storage in a way short. Then students performed the calculations using the media of beans. Teachers pointed out that the calculation procedure that must be performed. Then, students were given several questions that are relevant to the material just taught that done in groups.

Figure 2.a. Students are working on the questions given guided by Ms. Agustini

students are doing their LKS

The observer and the teacher helped to assist and guide students in the teaching-learning process. Interestingly, there are some students who did not use the media provided by teacher, they just used their fingers as a tool, because they assumed arithmetic using the fingers more easily than grain. In addition, they also argued that the fingers made them understand more easily than the grain medium. Seeing this phenomenon, the authors tried to explain the similarities between the use of the fingers and beans. However, this did not interfere with the process of discussion. Each group worked well, and each student in the group actively participated in group discussions conducted. The number of students that only consists of 20 students allowed the learning process takes place with a conducive.

a Student is writing the answer of the problem givena students is trying to solve a problem given

a students is trying to solve a problem given

To determine the level of students’ understanding of the material, at the end of the discussion process, each group sent representatives to present the problems they have done, while the rest of other students who participated actively listening and responding to answers from their friends. Students were given the opportunity to compare their answers and then directed to take a series of conclusions from the learning process has just done.

From the observations made today, it can be conclude that students are able to do addition problems without saving tens of numbers in a way Stackable long and short way. They have also been able to relate summation process which they do in daily life, although there were still a small amount of students who were still experiencing difficulties.


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