Writing Task 2 (Test 4)

Present a written argument or case to an educated reader with no specialist knowledge of the following topic.

Improvements in health, education and trade are essential for the development of power nations. However, the goverments of richer nations should take more responsibility for helping the poorer nations in such areas.

you should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence. Continue reading

Categories: IELTS, Writing | Leave a comment

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Ayo temen-temen coba kerjain soal ini yuuukk…!!!!

  • Ada sebuah kolam renang, ketika kolam renang tersebut diisi air dengan menggunakan 3 pipa besar, maka waktu yang dibutuhkan untuk memenuhi volume kolam renang adalah selama 8 jam. Namun, jika kolam renang tersebut diisi air dengan menggunakan 4 pipa kecil, maka waktu yang dibutuhkan adalah 15 jam.  Jika kolam tersebut diisi dengan menggunakan 1 pipa besar dan 2 pipa kecil, maka berapa lama waktu yang dibutuhkan untuk memenuhi volume kolam tersebut? Continue reading
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Menyajikan Himpunan dalam Diagram Venn

Pada sebuah buku kelas 7 SMP, dituliskan permasalahan sebagai berikut:

Misalkan himpunan semua bilangan prima yang kurang dari 10 adalah A.
Misalkan himpunan semua bilangan bulat positif yang kurang dari 10 adalah B.
Misalkan himpunan semua bilangan ganjil positif yang kurang dari 10 adalah C.
Misalkan himpunan semua bilangan genap positif yang kurang dari 10 adalah D.
Maka dapat dituliskan:
– A = {2,3,5,7}
– B = {1,2,3,4,5,6,7,8,9}
– C = {1,3,5,7,9}
– D = {2,4,6,8}

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TIG TAG GO (addition and subtraction negative numbers)

Tig Tag game is one of game which is the player has to get four results in a row, as fast as possible (horizontal, vertical or diagonal) by addition and subtraction the number. The game will give a number(result of calculation), then the player have to find the calculation that is appropriate with the result. One of players should make cross as symbol and circle for the other one.

This game can be practiced for students specially in elementary school to practice their computation about negative number. To improve the game, you could make this game be innovative in learning. You could fill the square by the addition or substraction about not only the negative number, but also interger, fraction, and decimals. To play this game, the students have to be carefully when they add and substract the number. The students who could make more row than the other will become the winner. If you want to play this game, you can visit http://website.informer.com/visit?domain=p4mri.net. Continue reading

Categories: ICT, Tugas 5 | Leave a comment

Point of view: Is Math concrete?

How concrete is concrete?
Koeno Gravemeijer

Mathematics is a subject which not easy to representative in real life. It is one of reasons the students get difficult to understand about mathematics. This case become center of tension actually in education. So this article tell about how concrete is concrete. To make concrete, sometime teachers used manipulative which is the form of tactile or as visual representation to help the students understand about mathematics. The manipulative did not always effective to represent something abstract, but it have to common sense of making things concrete. This article explained some example about problems mathematics that is abstract for students such as fraction, addition and subtraction. Continue reading

Categories: Introduction of PMRI, Tugas 2 | Leave a comment

Implementation of Problem Based Learning

Time measurement is one of materials which is present long time. This material have been taught from second grade in elementary school. Some of students know what about it, but several students did not understand to compute the problems related with it.

Using mathematics concept in daily life was expected to build student’s understanding about time measurement. For example, the students have to do simple operation before they go to school so that they are not late. It related with the problem when they go to school, the distance that have to reach and the velocity of the transportation that they used. The students must be given the activity which is interesting for them. Besides that, the students must be given stimulation to construct their own understanding of time measurement, distance and velocity using what present in their surrounding and what they know about it. It is appropriate with Freundental (1991) which said that mathematics had to contextual with the problem in student’s life (in Rianasari, 2011:2). The students must be guided to find the concepts from the problems in the real life using their own way. The Mathematics Realistic Education (RME) approach is appropriate to improve the way of students’ thinking so that their learning to be meaningful. Continue reading

Categories: Product Delepment/Classroom Observation, Tugas 6 | Leave a comment

Percentage Bar

Solving Problems with Percentage Bar
Frans van Galen, Dolly van Eerde

The most students know about percentage, but they often struggle to compute the percentage problems. In this article describes a study in which students of 13 and 14 years old were given a written test with percentage problems. The teaching experiments was conducted by a group of Indonesian master students which studying in Utrecht as participants in the Impome project.

The object of experiment is students in grade 7 which consist of 14 students. From the teaching experiment, four out of 14 students can solve the percentage problem using the general formula. So, this article give the solution of the problem in teaching about percentage. The observer used the percentage bar to build children’s understanding of percentage. Using this model, the students can make a representation of the percentage problems and be easy to compute the percentage. Continue reading

Categories: Introduction of PMRI, Tugas 2 | Leave a comment

The Unique Way of Student’s Thinking

<div style=”margin-bottom:5px”> <strong> <a href=”https://www.slideshare.net/ShaRieSaraswati/percentage-problems-28039824&#8243; title=”The Way of Student's Thinking” target=”_blank”>The Way of Student's Thinking</a> </strong> from <strong><a href=”http://www.slideshare.net/ShaRieSaraswati&#8221; target=”_blank”>ShaRie Saraswati</a></strong> </div>

Categories: Mathematics, Problems, Product Delepment/Classroom Observation, Tugas 4 | Leave a comment

Penyelesaian Unik Masalah Persen

soal 3

Interview terhadap siswa dalam permasalahan ini dapat dilihat pada http://www.youtube.com/watch?v=-9EkPA79rJ8

Pada permasalahan ini, awalnya siswa mencoba menentukan jawaban dengan cara mencari 50% dari Rp. 600.000,-, diperoleh jumlah uang yang harus dibayarkan adalah Rp. 300.000,-, dilanjutkan setengah dari 50% adalah 25% sehingga diperoleh bahwa setengah dari Rp. 300.000,- adalah Rp. 150.000,-, maka diperoleh uang yang harus dibayarkan adalah Rp. 300.000,- ditambah Rp. 150.000,- sehingga total uang yang dibayarkan adalah Rp. 450.000,-. Selanjutnya, siswa membagi 25% dengan dua sehingga diperoleh 12,5%. Siswa memperoleh bahwa setengah Rp. 150.000,- adalah Rp 75.000,- sehingga diperoleh jumlah uang yang harus dibayarkan pada diskon 12,5% adalah Rp. 525.000,-. Namun, pada tahap selanjutnya siswa mengalami kesulitan untuk menyatakan diskon 15% karena dia tidak bisa membagi angka persen tersebut menjadi 15%.

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Categories: Mathematics, Product Delepment/Classroom Observation, Tugas 6 | Leave a comment

Geometry Problem

ringin cnRingin contong is a monument in jombang. It is located in road Wahid Hasyim. It is like sylinder. Behind of the monument, there is buckeye which is big size, so that it is called ringin contong. There is garden around of this monument. To pass this monument, you have to surround the road.

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Categories: Introduction of PMRI, PMRI, Problems, Tugas 3 | 2 Comments