FRACTIONAL MULTIPLICATON STUDYING DESIGN BY TOFU CUTTING CONTEXT

Helni Indrayati1, Ilma Queen Indra Putri2, Somakim3

Postgraduate student of Unsri1, University Sriwijaya2,3
1
helniindrayati@yahoo.com

ABSTRACT
The purpose of this study was to produce a studying trajectory that can help students learn the
fractions multiplication by tofu cutting context in the class V. The method used in this study was design
research design which involved 32 students of class V in Elementary School 55 Pagaralam with
suspected learning trajectory or Hypothetical Learning Trajectory (HLT) was then developed and
implemented a set of activities to gain a better understanding of how to develop an understanding of
material fractions multiplication through three stages: preliminary design, teaching experiment, and
retrospective analysis. The study involved six students in the first cycle and 32 students in second cycle.
The research which was done produced learning trajectory that consists of a series of learning process
in four activities. Each activity used video of tofu cuts, mica plastic, and creativity of the students. The
results showed that by using mica in the context of cutting out can assist students in learning
multiplication of fractions and can solve problems related to fractional multiplication of daily life.

Keywords: Design, Cutting out, Mica plastic, PMRI

INTRODUCTION

Fractional multiplication is one of the arithmetic operations on fractions, solving fractional

multiplication need to recall that the denominator is a division that allows us finding parts of other
factors (Walle, 2008). According to Rey (2007) explains that the completion of the product of two
fractions seems easy to be taught and learned, because we only need to multiply the numerator with the
numerator to get results from the new numerator and multiplying the denominator with the
denominator to get the new denominator. Furthermore Walle (2010) explains that to resolve the
fractional multiplication can use multiplication rectangle. Rectangle multiplication is the product of a
square or rectangle, shows a model area for the multiplication of two arbitrary two fractions.
 The concept of fractions is considered as one of the concepts that are difficult to explain by
teachers and difficult to understand for students. The concept of fractions and operations more difficult
than the concepts taught to students than integers and operations concept, or counting numbers and
operations. One of concepts in fractions is fractional multiplication. They tend to think that the
multiplication produces a bigger number, whereas in the fractions with the fractional multiplication, the
result can be a number greater or smaller. (Khairunnisak, 2012). Meanwhile, if students learn to
perform this operation only using the rules, they will probably understand very little about the meaning
behind the arithmetic operation. Students may know how to multiply fractions for a total amount as 1/2
or 2/3 x 1/2 x 2/3 nevertheless they have to learn the rules, but still could not interpret the idea in the
real world as a basis for solving the problem (Copeland, 1976). However, after they forget the rules,
students could not solve the problem of multiplication of fractions with a total count (Kennedy, 1980).
National Education Standards Agency (BSNP) (2006) in curriculum of KTSP of mathematic
studying should begin with an introduction to appropriate to the situation (contextual problem). By
filing a contextual problem, learners gradually guided to master mathematical concepts. One learning
approach which is related to the real world is Indonesian Realistic Mathematics Education Approach
(PMRI). Indonesian Realistic Mathematics Education Approach (PMRI) is one of learning approaches
that is applied in Indonesia, which is also known as the Realistic Mathematics Education (RME) to
outside Indonesia. PMRI refers to the concept of Freudenthal in Realistic Mathematics Education
(RME). Two critical view of Freudenthal is (1) mathematics must be connected to reality; and (2)
mathematics as human activity"(Zulkardi & Putri, 2010). First, the math should close with students and
is concerned with the daily life of students. Secondly, it is stressed that mathematics as a human
activity so that students should be given the opportunity to do a learning activity every topic in
mathematics (Putri, 2011).
Putri (2011) explains that PMRI is one of learning approaches that will lead students to
understand the athematics concept by their pwn constructing through latest educations that relate to
their daily lives, by finding themselves about the concept, so that the students learning becomes more
meaningful. In finding the concept then could be implemented in a context. According to Wijaya
(2012: 21), the context does not have to be a real-world problem, but can be in the form of games, the
use of props, or other situations as long as it is meaningful and can be imagined in the minds of
students. Ullya, Zulkardi and Putri (2010) the learning process of students using teaching materials
based fractional summation PMRI is guiding students to develop the ideas and foster the creativity of
students in clearing the problem, it is seen from the process undertaken by students in solving
problems. Khairunnisak, Maghfirotun, Juniati, and Haan (2012) supports the students in expanding
their understanding of the meaning of multiplication of fractions with integers. Tasman, Hertog,
Zulkardi, and Hartono (2011) the ability of students to arrange the situation and the student's ability to
express the sum of objects number on a rectangular model multiplication sentence and encouraging the
students to turn it into a multiplication sentence.
Based on the above, to produce a learning trajectory that can help students in learning fractional
multiplication by tofu cutting context in the class V with PMRI approach.

METHOD
This study used research methods of instructional design (research design) that is an appropriate
way to answer questions of researchers and achieving the objectives of the study. According to Bakker
(2004), the main purpose of research design is to develop theories together with teaching materials.
This things show that there are some recurring cycle of a thought experiment (thought experiment)
toward the learning experiment (intruction experiment). In every cycle, anticipation is done by thought
experiment to imagine how the proposed learning activities can be used in class, and that all students
can learn as they participate in (Bustang, Zulkardi, Darmawijoyo, Dolk, and Van Eerde, 2013).
Gravemeijer and Cobb (2006: 19-43) state that there are three stages in the implementation of the
research design. The first stage: preparing for the Experiment/Preliminary Design. At this stage, a
literature review on learning materials that FPB, PMRI approach, and the analysis of the mathematics
curriculum materials FPB material. After that, setting up an alleged strategy and thinking of students in
the learning process. The next will be designing hypothetical learning trajectory (HLT). At this stage
will be designed learning trajectory and hypothetical learning trajectory (HLT). According to Simon
(1995), HLT consists of three components: learning goals that define the direction, learning activities,
and the hypothesis of learning to predict the process of how the mind and students' understanding
develops within the context of the activities.
The second phase: the design of experiments that is teaching experiment. In the teaching
experiment, HLT which has been tested at the pilot experiment phase and has been fixed then tested
back on the class to the subject of research who is class of IV A consisting of 22 students. Math teacher
acts as the model teacher (teacher) and the researchers conducted observations of learning activities.
The third stage: a retrospective analysis. Data obtained from experimental teaching phase is
analyzed and the analysis results are used to plan activities and develop a learning activity design on
the next. The analysis aims to explain how students can generalize from learning activities such as
observing how students construct puzzles to understand the concept of the FPB. The aim of the
retrospective analysis in general is to develop the Local Instructional Theory (LIT). At this stage, HLT
compared with actual student learning, the results are used to answer the problem formulation.

RESULTS AND DISCUSSION

This study was designed in four activity that consists of observing the activity of tofu cuts
video, portrait of rectangle multiplication (rectangle multiplication) using mica plastic, drawing a
rectangle using the fractional multiplication and problem solving of story questions related to fractional
multiplication. Here is a description of these activities.
Activity 1: Viewing the video cuts out
Teachers began the meeting by reminding the students about the tofu forms. Students are
expected to remember about the tofu forms. The teacher then asks each group to observe the video of
tofu cuts which has been prepared so as students could explain the stages of tofu cutting. After each
group finished watching the video of tofu cuts, then teachers distribute activity sheet 1 and the teacher
asks each group to discuss and answer the problems that exist in one activity sheet.
Figure 1. The students watched the provided video of tofu cuts.
After each group has finished watching the video, then each group answered questions on the
activity sheet. The first question, students were asked to explain what they have observed in the video.
Activity 2: portrait of rectangle multiplication (rectangle multiplication) using mica
plastic.
Students still sit in a group, the group is still the same as when the activity group 1. Then the
teacher recalls the conclusions that have been drawn from the activity of the previous one, by asking
one group to mention the conclusions. The teacher told the students that learning activities will be
followed by re-working activity sheet 2.
The teacher distributed activity sheet 2, and 2 pieces of mica in each group. Then the teacher
asks the students to define the stages of the instructions that have been provided, and after the student
drawing on mica plastic then the teacher asks the students to begin working on the activity sheet.
Teachers went around to help students if they find difficulty in doing activities 2, in addition to the
teacher also motivated students to be able to cooperate with other group members in completing
activities 2.
Then the teacher together with researchers in this case as an observer went around to see the
discussion of students in each group simultaneously to see the strategies they used to complete the
activity sheet 2. In completing the second activity, group 1 had trouble. Students are asked to read the
instructions on the LAS 1 to perform activities 2. In this second activity the teacher started by asking
students to return of what conclusion has been obtained on the activity 1. This was because what has
been inferred on the basis of activity one would be working on the activity sheet 2.
Figure 2. The students drawing on mica plastic at LAS 1
Once the entire group completed the discussions and got answers, the teacher pointed to the
group 1 to present the results of the discussion in the classroom who read out by one of his students.
Activity 3: Describing fractional multiplication by using rectangles
The third activity was conducted in the second meeting, in carrying out the third activity,
students are asked to sit in groups, where the group is still the same as the previous meeting. Then the
teacher shared activity sheet 3 in each group. Then each group was asked to solve problems in the third
activity in LAS 2 that has been provided, after each group has finished reading the questions, then the
teacher asks each group to begin work on a third activity sheet. Teachers and observer went around to
help students if they find difficulty in doing activity 3 and look at the strategies of each group in
completing the third activity. Then the observer checked into three groups to see how they complete the
activity.
Figure 3. The students answered questions on LAS 2
After all groups had finished their activity sheets, then the teacher asked one group to present
their work to the front.
Activity 4: Solving the problems associated with the multiplication of fractions
Activity 4 carried out at the third meeting, when carrying out the activity 4, students were still
sitting in the group each, where the group was still the same as the previous meeting. The teacher
distributed activity sheet 4 to each group. Then each group answered the three issues in the activity
sheets 4. Teachers and observer went around to help students who have difficulty while also motivating
students to work together in their group in solving the problems in the fourth activity.
Figure 4. The students answered questions on LAS 3
The results was group of students had turned out different strategies in solving these problems.
After all groups finished the activity sheet 4, then the teacher asked one group to present their work.
Figure 5. The students presented the conclusions about the LAS 3

CONCLUSION
Based on the results and discussion which had been described in the previous chapter, it can be
concluded that:
Hypothetical Learning trajectory which was applied in this research had been Learning
Trajectory (Learning Trajectory) which can improve students' understanding of learning material
multiplication in multiplication of fractions and also helping students to discover and understand the
concept of fractional multiplication. The things in the learning trajectory in this study that is able to
support the students understanding in multiplication learning about fractional multiplication materials
are:
Experience in learning which was meaningful and fun by drawing on mica plastic. This learning
activity supported students understanding about fractional multiplication which is the initial concept of
multiplication learning in fractional multiplication material.
a. Students are able to understand the multiplication of fractions with the activity that has been
given to the LAS.
b. Fractional multiplication problems which were given to the students is a real experience that is
often found in the students' daily lives.
Thus, the learning trajectory which had been implemented in this study is one of a positive
contribution to the development of the Local Instructional Theory (LIT) in multiplication learning of
fractional multiplication material.

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