2017 Simulation of Mathematics Learning Based on K13

2/23/2017

Simulation of Mathematics Learning Based on K13 Curriculum Throug...: Ingenta Connect

http://www.ingentaconnect.com/contentone/asp/asl/2016/00000022/00000007/art00004?crawler=true#expand/collapse

1/2

2/23/2017

Simulation of Mathematics Learning Based on K13 Curriculum Throug...: Ingenta Connect

http://www.ingentaconnect.com/contentone/asp/asl/2016/00000022/00000007/art00004?crawler=true#expand/collapse

2/2

RESEARCH ARTICLE Copyright © 2016 American Scientific Publishers All rights reserved Printed in the United States of America

Advanced Science Letters Vol. 22, 1775-1778, 2016

Simulation of Mathematics Learning Based on K13 Curriculum through Scratch Programming Arik Kurniawati∗, Arif Muntasa, Ari Kusumaningsih and Mochammad Kautsar Sophan Informatics Department, University of Trunojoyo Madura, Telang Raya, Madura Island, Indonesia

The K13 curriculum in Indonesia is designed based on competency. The learning system of the curriculum based on the active learning approach that encourages students to conduct observing, questioning, associating, experimenting, and networking. The Scratch Programming is designed to help students to think creatively, reason systematically, and work collaboratively; all of which are essential skills required for the 21st century. Mathematics is one of the subjects that teach students think logically. Unfortunately for some students, it is hard to understand. Therefore, this paper described how to used Scratch Programming to help students understand the subject easily. This paper also explained collaboration K13 Curriculum and Scratch for Mathematics simulation.

Delivered by Ingenta to: Arik Kurniawati Keywords: K13 curriculum, Scratch, simulation IP:Mathematics, 114.6.74.130 On: Fri, 26. Aug 2016 05:18:53 Copyright: American Scientific Publishers

1. INTRODUCTION The K13 curriculum in Indonesia is designed based on competency, so the development has geared the achievement of skills listed in the competency standards. The learning system of the curriculum based on the active learning approach that encourages students to do observing, questioning, associating, experimenting, and networking. Students are encouraged to find out not told (discovery learning).1 Competencies for the 21st century, the skills are needed to survive in the information age in a global society are computer skills, information technology, media, and information literacy skills.2 Scratch is one of the software can helps students to think creatively, reason systematically, and work collaboratively; all of which are essential skills required for the 21st century. Scratch is developed by the MIT Media Lab. It can be free of charge accessed.4 Using Scratch, the students or teacher can make program interactive stories, games, and animations. The creations can be with the others in the online community (http://scratch.mit.edu/). Mathematics is the numerical analysis, using computer-based simulation will be easier for students to understand the subject, eg: substantiation algorithm, logical thinking. In this paper will be presented problem solving Mathematics learning in K13 curriculum. It can be solved by scratch programming for simulation learning. It can be conducted, because the scratch programming support competency in K13 curriculum. ∗

Mathematics on Scratch can enhance learners’ positive attitude toward mathematics through learning by making games. The result of the case study of using this developed intervention shown that this intervention has a great possibility as an alternative way to teach mathematics in ways that stimulate learners’ various abilities.8

2. K13 CURRICULUM In K13 curriculum, education environmental is expected to change the behavior and patterns of public view towards positively associated with environmental issues1, which are: 1. Awareness - give encouragement to every individual to gain awareness and sensitivity to the environment and its problems. 2. Knowledge - obtain a broad range of experience and an essential understanding of the environment and its problems. 3. Attitude – a set of value and the ability to get the right choice. 4. Skills - help individuals to obtain skills in identifying and solving environmental problems. 5. Participation - motivate individuals to participate actively in solving environmental problems. 6. Evaluation - encourage every individual to have the ability to evaluate the environmental, e.g.: ecological, social, economic, political, and educational factors.

Author to whom correspondence should be addressed.

1775

Adv. Sci. Lett. Vol. 22, No. 7, 2016

1936-6612/2016/22/1775/005

doi:10.1166/asl.2016.7046

Adv. Sci. Lett. 22, 1775–1778, 2016

The following are the Standard of Graduate Competencies which consists of Core Competencies and Basic Competencies in use for 4th grade elementary school in K13 curriculum. Core Competencies : Understanding the factual knowledge by observing [ listening, watching, reading ] and ask based on curiosity about him, and God's creatures, activities, and the objects he encountered at home and in school. Basic Competencies : 1. Understanding the concept of simple fractions 2. Understanding the factors and multiples of numbers and primes 3. Determining alliance multiples of two numbers and determine the least common multiple 4. Determining the factors of two numbers and greatest common factor

3. SCRATCH PROGRAMMING

RESEARCH ARTICLE Teachers can get the material in scratch.mit.edu that will be used as a practice in the classroom. If it is needed, teachers can also create their programming or remix the existing ones.

4. THEMATIC BOOK VS PROJECT ON SCRATCH The following are e-learning examples used by teachers, which can combine K13 Curriculum and the Scratch programming. These topics from the thematic book on K13 Curriculum and Mathematic project on Scratch which available on official website. The teachers can use mathematic project; they have supported on the website. 6 A.

Introduction of Fraction In K13 Curriculum thematic books, fraction topics can be illustrated in Figure 2. In this topic, the teacher explain how to divide the wood for building bird halfway house. Illustrating the divide some parts of the wood that was initially just a long piece of wood. Starts with understanding one part, half up to n parts.

Scratch programming was launched in the year 2007 through its official website (http://scratch.mit.edu). Scratch 2 Offline Editor software that can be downloaded from its official website. In this software, it uses the scratch programming language. Scratch is a media-rich digital environment that utilizes a building block command structure to manipulate graphic, audio, and video aspects. Scratch allows the user to combine the programming building blocks (at times incorporating measurements) and to observe the outcome of that programming immediately. The Scratch blocks can be deconstructed and recombined as users logically develop desired movements and effects. The students can manage to solve the problems, as seen on the Scratch blocks like a puzzle.Delivered These illustrations support by Ingenta to: Arik Kurniawati the competencies required of the K13 curriculum. Therefore, IP: 114.6.74.130 On: Fri, 26 Aug 2016 05:18:53 Scratch facilitate creative problem Copyright: solving, logical reasoning, American Scientific Publishers encouraging collaboration, the usage of the geometry concepts and measurement coordinates of a unit circle. 5 The teacher can implementation the computational ideas for simulation of mathematics, the students can conduct an Fig. 2. Fraction Project on thematic books experiment by the teacher project for understanding mathematical Project Introduction for Fraction that have been available on using Scratch. Furthermore, the student can remix the projects for the scratch project as Illustrated on Fig 3. The fraction concepts exploring mathematical concepts. can be illustrated by image, where it is devided into N parts. The fraction results is 1 devide N parts. In this project. In this project, the students can simulate how the illustration the fraction that starts from 1 part until n part by fill in the blank with the number.

Fig. 1. Editor Scratch 2.0

Learning process usually uses thematic books and student worksheets. This paper also explained the Scratch usage for Simulation on Mathematics. The teachers can also add mathematics visualization by the Scratch programming. Fig. 3. Fraction Project on Scratch

1776

Adv. Sci. Lett. 22, 1775–1778, 2016

B. Equivalent of Fraction In the thematic books, to illustrate the same fractional value, is by adding some parts pieces of smaller wood into the larger wood. This sum of the result is having the same value of the fractional, as shown in Figure 4.

RESEARCH ARTICLE C. Addition of Fraction The addition of fractions, students are introduced with the addition of the same denominator, later not the same denominator. An explanation of how each methods are illustrated with a figure as seen in figure 7. The sum of fractions that have the same denominator, the way the summation is directly added up the two numbers in the numerator and the denominator values is remain.

Fig. 4. Equivalent Fraction Project on thematic books

The equivalent fraction on the scratch project that available on website are shown in figure 5 and figure 6. Fig. 7. Addition of Fraction on thematic books Delivered by Ingenta to: Arik Kurniawati IP: 114.6.74.130 On: Fri, 26 Aug 2016 05:18:53 Project on scratch, the teacher can be seen in the website as Copyright: American Scientific Publishers this figure 8. This animation illustrates the explanation contained

Fig. 5. Fraction Project on Scracth Project

In figure 5, the Scratch project is explaining how to get the equivalent the fraction by multiplying the same numbers for the denominator and the numerator. And then for exercise this subject, the teacher can use a fraction game that illustrated in figure 6. In this game, the students can mention the numerator that the value of the fraction has same number the adjacent fraction by fill in the blank. If the students can fill in the answers correctly then the actor (mice) could run.

in thematic books. First, students are asked to solved on the same denominator. Furthemore, how to solving if not the same denominator by using animation. If students do not understand then this animation can be repeated. In this animation, how to add fractions are not the same denominator is the new value of denominator by way of multiplying inter denominator. So that the new value of the first numerator is multiplied by the value of the second denominator and the first numerator value. The new value of second numerator is multiplied by the value of the first denominator and second numerator. Next, both the numerator value is summed.

Fig. 8. Addition of Fraction Project on Scracth Fig. 6. Fraction Project Game on Scratch

1777

Adv. Sci. Lett. 22, 1775–1778, 2016

RESEARCH ARTICLE

D. Measuring Angle  In figure 9, the topic of angle calculations using props arc. The same thing in the scratch simulation, the magnitude of the  angle is set by shifting the white line of characters Scratch. In  these figures, students can experiment with another case to measuring the angle.  

The teacher can explain clearly through simulations and the experiment repeated with different case studies Students can experiment with different numbers Students can study itself, check the correct answer because of a computer program has verified rather than the manual calculation. Meanwhile, if using thematic books students can only be understood through explanation without experimenting The mathematical formula is not only a theoretical concept, but can also be simulated by Scratch programming. The teacher and/or between students can collaborate to build a project, remix an existing project, create something new and share with others around the world.

6. CONCLUSIONS By using Scratch programming, then mathematics learning based K 13 curriculum not only to provide knowledge and skills to students but also engage students in learning and experimenting and be able to evaluate the case studies of existing problems. Because of the ability of the Scratch programming language, students can arrange the blocks program for solving problems and collaborate with others to create a new project or build an existing project remix.

ACKNOWLEDGMENTS This work is funded by Directorate General Higher Education, Grant Competition 2015

REFERENCES C. R., The perspective of curriculum in Indonesia, International Delivered by Ingenta to:1. ArikPrihantoro Kurniawati of Research Studies in Education, pp. 77-83, 2015 January, Volume 4 IP: 114.6.74.130 On: Fri, 26Journal Aug 2016 05:18:53 Number 1. Copyright: American Scientific Publishers 2. Nelson J., Celebrating Scratch in Libraries: creation software helps young people develop 21st-century literacy skills, School Library Journal, p. 20–21, 2009. Batista S. C. F. and Baptista C. B. F., Learning Object for Linear Systems: Scratch in Mathematics, International Journal on New Trends in Education and Their Implications, vol. 5, no. 1, pp. 71-81, January 2014 Kalelioğlu F. and Gülbahar Y., "The Effects of Teaching Programming," Informatics in Education, vol. 13, no. 1, p. 33–50, 2014. Calder N. and Taylor M., "Scratching Below the Surface: Mathematics through an Alternative," in Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA, 2010. https://scratch.mit.edu/projects Buku Tematik Terpadu Kurikulum 2013, Kementrian Pendidikan dan Kebudayaan Republik Indoesia, 2014. Choi, B., Jung, J. & Baek, Y.,”In what way can technology enhance student learning? : A preliminary study of Technology Supported learning in Mathematics”, Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3-9). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE), 2013

3.

Fig. 9. Measuring the angle

4.

5. EXPERIMENTAL RESULTS

5.

The usage of the Scratch programming for simulation on Mathematic Learning can give an added value, for both theachers and students. It can be shown in Table 1. Teachers and students have conducted learning in class as shown in Table 1. According to Table 1, there are several benefits for teachers and students if adding these methods for this study in this classroom, among others:

6. 7. 8.

Received: 10 December 2015. Accepted: 12 December 2015 Table I. Teachers and students in learning in class Thematic Book Topic A B Methode Explanation  Simulation Fill in the Blank  Experiment with different Numbers  Checking the answer my self Lessons can be repeated independently Playing Game A. Introduction of Fraction B. Equivalent of Fraction

C

Project on Scratch A B

D







 

 

-

  -

-

     

-

-

-



C      

C. D.

D      

     

  Addition of Fraction Measuring the Angle



1778