IMPROVEMENT OF LEARNING USING CONSTRUCTIVIST APPROACH DENOMINATOR DIFFERENT FRACTIONS ON ADDITIVE FOR STUDENTS CLASS IV SDN 08 2X11 ENAM LINGKUNG

Abstrak

Based on the observations of researchers at SDN 08 2x11 Enam Lingkung, fourth grade teacher in the teaching of mathematics is still conventional, so that students are less motivated in learning. For researchers interested in improving the learning process of mathematics in particular to the summation of different denominator fraction using a constructivist approach. The constructivist approach to learning is an approach that not only provide knowledge to students but also build their own knowledge.This research is a classroom action research (action research class), and this study used a qualitative approach. This study was conducted in two cycles, carried out by means of collaboration between researchers and teachers. The data of this study in the form of information about the data that measures the results obtained from the observation, the observation of teacher activity, initial test and final test of learning. Subjects in this study is a fourth grade student terteliti totaling 26 people. The results of the initial test cycle I study an average of 58 students' grades in which students who are above grade mastery value 70 only 46%, and at the end of the test the average student reaches 74 with students who completed 69.2%. While the end of the second cycle test students' average score increased to 89 where students who completed to 96%. Based on observations seen improving student learning outcomes in the learning process. It can be concluded that by using a constructivism approach can improve student learning outcomes in the sum of fractions berpenyebut different materials.

 

Keywords: Learning Outcomes; Different fractions denominator; Constructivism Approach Method.