Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 UPGRADING THE INTEREST OF STUDENT LEARNING ON INTRODUCING NUMBER CONCEPT (Classroom Action Research on Initial Learning of Mathematics) Soelistianah Kindergarten Educational Department, Open University Kindergarten School of Taman Harapan, Malang INDONESIA soelistianahharjanto@yahoo.com, ABSTRACT This study intended to know the progress of applying Drawing Number Card method in learning of number concept. Number concept was one of initial mathematical learning. The methodology consisted of classroom action research and it was carried out in the class of kindergarten school at Taman Harapan, Malang of Indonesia. Result was used to perform a teaching model which would apply to upgrade the learning interest of student on mathematical learning. Keywords: Drawing Number Card, initial mathematical learning, learning interest INTRODUCTION Teachers needed to upgrade themselves with their skills, knowledge, and positive attitude with the requirement of integrated curriculum of Kindergarten School. Kindergarten school was the basic before students began their education in elementary school. Previous teachers with some experiences had developed a theoretical framework to conceptualize their knowledge in performing effective learning process and teaching (Yusuf and Zakaria, 2010). Therefore, some experts in education had claimed that the content knowledge of pedagogy was critical. It was very important for a teacher to master it in order to have ability in conveying lesson content to their student effectively and efficient. More current research had focused on teacher candidates to understand the measurement and evaluation methods (Inan and Bayindir, 2009). The evaluation methods consisted of objective, subjective, and performance of measurement and evaluation. Measurements and evaluation was rhe main topics discussed seriously among educators. Many workshops and seminars offered classes to teach teacher how to evaluate their students. It was known that measurement and evaluation was one of the most important and fundamental components of education. Collaboration was defined as a process which disciplines work closely together (Soliman and Ismail, 2010), Collaborative learning was originally developed from practice and literature at kindergarten and elementary school. This view of learning could not be carried out as conventional learning. It was needed difference approach to set qualified learning process. This could only be achieved in a cooperative and collaborative learning that was grounded since kindergarten (Soliman and Ismail, 2010). Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 286
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 CONTEXT AND REVIEW OF LITERATURE This study was carried out at Kindergarten School of Taman Harapan. Location of Kindergaten Taman Harapan School was at Malang city, East Java Province of Indonesia. This study was included classroom action research and wanted to know the progress of applying Drawing Number Card as a tool to know number concept. Research was carried out in 2 cycles in one of kindergarten classes with number of students were 26. Drawing Number Card Method Drawing Number Card Method was an attractive model for introducing number concept to kindergarten students. Mathematics was assumed as the most difficult subject in school. Actually, mathematics was not only as counting tool but it was accurately as thinking pattern which was needed to analyze any kind of problem (Montarcih, 2009). Introducing number in Kindergarten was as initial stage of learning mathematics. Drawing Number Card was designed as an attractive drawing card which was targeted to be able to get some attentions from students. It was due to numbers were something kind of abstract things for the beginner students. Method of Drawing Number Card demanded a task of teacher to design and explain actively the number concept. The student had to be activated in understanding the number concept. If the students were very interest with the drawing card, they were be able to understand the material of learning. The process and the grade score of learning There were some manners to be used to evaluate the success of teaching. Score of teaching would be used in this study. The score was consisted of 1 (bad), 2 (enough), and 3 (good). If the average of score was due to the success measurement of students learning, so the success of a teacher could be measured from teaching score. The evaluation of education was more expanded compared with the evaluation of learning score and teaching process in class. Educational evaluation was included the evaluations of curriculum, teaching program, and some others innovation in the scope of teaching and education. Evaluation of learning score was focused on product (score) or effect that was produced by student due to instructional aim which had to be reached (Stufflebeam, 1974). METHODS The methodology was consisted of classroom action research which was carried out in 2 cyclers. The steps were described as in Table 1 and 2 below. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 287
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