The Implementation of Simulation and Combination Cards Activities to Improve Students Understanding in Combination.

January/25/2012 Section A Maryatul Kibtiah (2010110013)

BRIEF CONTENT

BRIEF CONTENT..................................................................................................I INTRODUCTION..................................................................................................II PART 1 PART 2 PART 3 PART 4 PART 5 MOTIVATION................................................................................1 MANUAL.........................................................................................2 FIELD TEST....................................................................................6 CONCLUSION................................................................................10 REFLECTION STARR..................................................................11 I. PART 6 Reflection from Reflection STARR........................................12

SUMMARY......................................................................................13 I. Reflection from Summary.......................................................14

PART 7

EVALUATION.................................................................................15

I. II.

References............................................................................III Appendix..............................................................................IV

INTRODUCTION

Education is one of the most important things in human life. Without education, people will not be able to discover new things in life like other living things that are not educated in his life. For that, as educators must be able to create effective learning. TLNLAG course very useful for prospective educators. In this course there are reflection activities, which is a reflection of the activities of the School Experience Program activities. By doing these activities, has made prospective educators better understand the class so as to create conditions for effective learning. In addition, this course portfolio activity report. The results of the portfolio was the result of college student activities, including reports from teaching at the School Experience Program.

II

The Implementation of Simulation and Combination Cards Activities to Improve Students Understanding in Combination.

SMAIT Nurul Fikri Depok XI IPS 1

PART I MOTIVATION Teaching is the main task carried out when implementing School Experience Program (SEP). Preparation is the most important thing before teaching. One of these preparations is design instructional activities. Instructional activities used must be able to support teaching and learning process. That is can be achieved if the design of instructional activities appropriate to the topic and students. When SEP was conducted in Nurul Fikris high school, There were four topic that was taught. They were quadratic equations, permutations, combinations, and trigonometry. From these topics, the topic that was selected is combination. The reason were this topic already determined by this school. And then to improve students understanding through a simulation and combination cards activities. Background of the class in this school are the presence of moving class and class separation between female and males students. Based on observation in the first week, was found a highly significant difference between classes of the girls and boys. The girls were respect each others and cooperative. However, the boys were noisy and unruly. That was strengthened by the master teacher who explained that Most of the boys already understood the material presented. It was because they follow Tutoring outside the school. Therefore, they did not pay attention to the teachers explanation because they felt had understood. That was a challenge that can be used as objects to learn how to manage the boys class effectively. So, the boys class was selected especially XI-IPS I. Based on the background of the selection of topic and students. The instructional activities that appropriate were review, simulation, lecture discussion, practice, combination cards, post-test, and reflection.

1 PART II MANUAL II.1 Competence Standard and Basic Competence As explained in the part I that the design of instructional activities should be appropriate to the topic and students. However, Its also should be well adapted to the Competence Standard (CS) and Basic Competence (BC). Based on combination topic, CS is to use statiska rules, rules of enumeration, and the properties in problem solving of probability. BC is to use the multiplication rule, permutation, and combination in problem solving. II.2 Instructional Activities As explained in part I, the instructional activities used were as follows; 1. Review Review was applied in the opening activities. Review is an activity for recall the students prior knowledge. It was related with, The students are more likely to share their ideas and opinions if the teacher is supportive of multiple viewpoints and if disagreeing with classmates is socially acceptable (Ormroad, 2008). It is an easy way for students to continue the next lesson. The aim for this activity was to make sure students understanding about permutation. It is an important thing before learn combination. The expectations were students can explain the concept of permutation orally and can solve permutations problem. The problem are shown in these picture below.

From the problem above, students were expected to answer 4P2 = 12. And then they can explain how they did it. However, there was probability students will multiply 4 by 2. So,

the result is 8. 2 2. Simulation Simulation was applied in the whilst activities. In this activity three students were asked to come in front of the class to shake hands. After that, they calculated how many the shaking hands that was done. From that, students were expected to aswer that The sum of the shaking hands was three times. And then they can explain how they found it. They also anylize if A shook hands to dini is equals if B shook hands to dina. So, they can concluded that AB=BA and it is attention to the order. The aim for this activity to make them easier to understand about the combination through what they found. It was support by discovery learning theory, approach to instruction in which students derive their own knowledge about a topic through firsthand interaction with the environment (Ormroad, 2008). 3. Lecture Discussion Lecture discussion was applied after simulation. In this activity students were given reinforcement about the concept of combination. Students also were directed from informal to formal mathematics. The expectations were they able to distinguish the problems of permutation and combination. The problem are shown in these picture below.

From the problem above, students were expected to answer that to solve problem 1 use permutation formula. And then problem 2 use combination formula. They also able to give the reason. However, there were probability students will answer Both of them use combination formula. The aims for this activity to know the students thinking and made them to be active.

3 4. Practice The next activity was practice. In this activity students were asked to solve the problems on the white board. It aims to assess their understanding about the topic. The problems were given by slide of power point presentation (PPT). The problem were shown in these picture below.

From the problem above, students were expected to answer 10C4 = 210. And then they able to explain how they did it. However, there were probability they will multiply 10 by 4. So, the result is 40. 5. Combination Cards The combination cards is a game like matching cards. However, the difference is students were asked to stick cards problems on the white board to the correct answer. They work in groups to do it. The fastest group that finish this game will be a winner . It aims to assess them about their cooperation with their team. It was supported by, cooperative learning involves a small group of learners, who work together as a team to solve a problem, complete a task, or accomplish a common goal (Newman, 1993). The example of cards were shown below.

They were expected to stick cards problem correctly.

4 6. Post-Test Post-Test is a way to assess each student understanding. It aims to know whether a whole students able to solve the problems. The expectation was their can solve problems correctly. The problems were shown below.

The students were expected to answer problem number 1 is 12. 230 and number 2 is 35, include the step with formula combination. However, there were probability they will did error calculation.

7. Reflection Reflection is a good way to end the lesson. It aims to know what students learn and feel during the lesson. It also as reflection for teacher to improve the lesson for the next meeting. The students were expected to write what they feel and give suggestion.

5 PART III FIELD TEST Based on the explanations in the part II, there was the expectations of instructional activities that was designed. On the other hand, there was the conjecture of students thinking of the problems. The result of implementation of instructional activities as follows; 1. Review This activity ran well. In this activity teacher gave questions to the students. They able to explain the concept of permutation orally. The concept such as the definition, example of real life, and calculation the formula of permutation. They also answer the problems appropriete to the conjecture of the students thinking in the part II. They said 4P2 = 12. Because from the problems we know that from 4 people will be selected 2 people to be a leader and leader representative. And we have to attention to the order. So, we can use permutatuion. Such as 4 permutation 2 is equals to 12. From their answer, they have understood about the concept of permutation. Review activity were shown in these picture below.

2. Simulation This activity ran well and smoothly. The students did appropriate with the conjecture of students thinking in the part II. They said The shaking hands was done by A to B, B to C, and C to A. So, the sum of shaking hands was done three times. And then they conclude that AB=BA, BC=CB, and AC=CA. As explained in part II through the simulation made

them easier to understand the concept of combination. Simulation activity were shown in these picture below. 6

3. Lecture Discussion In this activity didnt go well when students were asked to distinguih both problems as explained in part II. Because they still focus on combination, so they suggest that both problems can use with the combination formula. In addition, both problems were ambiguous. These didnt appropriate to the cinjecture of students thinking in the part II. To make they able to distinguish them, so the lecturing ran a long time.

4.

Practice

As explained in part II this activity aims to assess each student understanding. Based on the picture above, student answered 10C4 = 210 on the white board. That is appropriate to the conjecture students thinking. However, there is student who have a seat can not answer the problem. This activity ran well because were known who the students understood and who didnt understood. It was appropriate to the expectations of this activity. So the explanation about the concept was repeated to make a whole students understand.

5. Combination cards

This activities ran well. Each group able to stick the cards problem on the white board to the correct answer. The most important thing for this activity to see whether they can cooperated with each group. The fastest group to be the winner just a strategic to support them to be the best what they did. The expectation was reached by this activity. 6. Post-Test 7

The picture above shown Galih answer. He able to understand the story problem and did it use the formula of combination. His use the step of combination formula that appropriated to the conjecture of the students thinking in part II. In fact, he is a fast learner and always pay attention to the teacher explanations. In addition, he follows in Nurul Fikri BIMBEL. That is the reason why he answer correctly.

The picture above shown Feri answer. Actually he have understood about combination, but he did error calculation. He answered (12! : 3!) = 4. He should be answer (12! : 3!) = 2. From that, there were the possibility about his answer. First he still didnt understand yet about the concept of factorial. Or he didnt carefully when did it because the time limited. From both case, this activity shown that there were some students answer correctly and uncorrectly. However, this activity still ran well because the goal was reached. As explained in part II the goal of this activity to make sure whether a whole students able to

solve the problems. So, the result of students is useful for teacher to improve the lesson for the next meeting. 8 7. Reflection

There is a sentence of the reflection above Soalnya jangan rancu. It is related to the problems in lecture discussion. As explained in the part of lecture discussion that they didnt distinguish them because the problems ambiguous. It is a good suggestion to make a better problems than before. So, the expectation of this activity was reached.

9 PART IV CONCLUSION Based on the explanation in the part I,II, and III, almost a whole of instructional activities ran well appropriate to the expectations and the conjecture of the students thinking. They are review, simulation, practice, combination cards, post-test, and reflection. However, there is an activity was not appropriate to the students conjecture. It is lecture discussion. As explained in the part III that students couldn not distinguish the problems. The reason is the problems were given quite ambiguos. The impact is the explanation about the concept of permutation and combination was repeated. It needs a long time to make them understand how to distinguish both problems. The suggestion are make sure the problems will not make the students get confuse for the next lesson. And then consider about the time when conducted the instructional activities.

10 PART 5 Reflection STARR

Monday, October 17, 2011 the first day I went to SMAIT Nurul Fikri, exactly the school located in the city of Depok. My friends and I who came as a teacher assistant, where we all will gain teaching experience. I think the school looks like a boarding school, it is because male and female students have different classes. That is, students are women and men are not on the same class and they also get different breaks. In addition, every morning, all students required to read the Quran and prayer Dhuhah congregation. This makes me think that the school was like a boarding school. When the meetings and discussions with the master teacher was over, I made some observations and guidance precisely on class XI IPA-1 which is a science class that contains the male students. At the time of observation, I found students who are classified as students who are smart because, according to the midterm he got the highest score in its class. That is why Mr. Suratno asks him to explain the possible answers according to another friend that is a difficult matter. Students explained the answers along the way to my friends. The

atmosphere in class is very crowded because every students were busy themselves with activities, such as talking with friends, listening to music, mocking each other and others. On the other hand, this class is the class belonging to the active class because many students who asked critical to the material are being taught. In addition, students learn in a relaxed state but students understand what is being learned. This is evident because of midterm doing just a few people, so it can be concluded that 80% of this class scored above average. In the next meeting I made some observations in different classes but I see the same characteristic in each class that is, equally noisy but they are active in attending the class. For me, teaching in schools SMAIT Nurul Fikri is a challenge for me because I have to be creative in dealing with students who are critical and active. In addition, of course I also had to design activities with interesting and detailed as possible since it relates the time provided

for each subject less as compared to other schools and because the school uses moving class system which led to wasted time to move classroom activities, and therefore I must creative and well prepare to teach everything. 11 I. Reflection of Reflection STARR

When I do a reflection on the activities school exper, I get lots of benefits from the reflection that I did then. These benefits are certainly useful when I want to be a teacher. On the other hand, the reflection that I made a lot of problems especially on the method of writing. In writing my reflection, there are some errors that occur which is a technique of writing in English so there are mistakes in grammar. On the other hand, I am very pleased with the results of my reflections as I made these reflections can help me in understanding the activities that are in school. With the reflection of the activities of the school visits have made me better understand and appreciate the world of education. In my opinion, by doing reflection in every activity is an effective way to improve my quality to be a better teacher. But later reflection I do not just like this, I would like the reflection which I do later in the form of reflection of peer assessment. Thus I can accept input and criticism from others who saw me at the time of teaching activities. Reflection is performed on each activity introspection very useful for me personally. With some reflection I have to know the extent of progress that I got from my activities are. For me, the reflection that I do is very rewarding for me to know myself personally would. In addition, by performing reflection school visit, has made me more aware about the education that occurs in schools today, where the situation has been different from the situation at my last school. Thus reflection pengunjungan school is useless to me as a prospective teacher and researcher education.

12 PART 6 SUMMARY

Developing Lesson for Teaching and Learning Higher Order Thingking Via Logic Assessment and Evauation of Students Learning Assessment, for the tests conducted by the school always uses paper and pencil but this can not show the capabilities of the students. One example of a test that uses paper and pencil in Indonesia at the time of Ujian Nasional (UN), when the UN of course the students get a question in the form of the Open Ended Question. Basically the most important thing to look at the ability of students is by using a test that refers to real life problems and problem solving. To make an effective assessment must have contained some of the most important component in the assessment. Assessment given to students must have a realistic suitability to the events or real life. In addition, providing assessment should also be considered results to be achieved. Therefore, methods of assessment must also be determined. One method of assessment that can be used is by using rubrics rubrics for assessment will be objective so that the rating scale obtained clearly visible. Assessment is an evaluation of student learning, so that the need for a portfolio assessment that is useful to collect all students' work. Portfolio assessment is shown to the students to see the progress that occurred in students' learning process. Furthermore, portfolio assessment is also useful as an evaluation of student work. Thus, students can find out the deficiencies that happened to him so that students are motivated to improve their teaching and learning process. Assessment contained in the portfolio includes the students' assessment, peer assessment and teacher's assessment.

13 I. Summary of Reflection

In the course TLNLAG, I did several times summary for each chapter. At first, I felt that the summary which I do not worthwhile for me because I believe that eventually we will also be discussed at a meeting with TLNLAG. It turns out that I am working summary is very useful for my learning process. By doing the summary before the meeting in the classroom, can make me a better understanding of the material will I learn. Thus I can follow the lessons well. On the other hand, summary useful as a medium to view the progress or improvement of grammar that I use along with grammar. Basically, I felt less satisfied with the results I received. On the other hand, I do not think the results will I get but what a lesson I got from the summary process. I think the summary is an effective way to prepare yourself before discussing the material in class. Because by doing the summary, it means that I have read the material and I can repeat back what I got from reading. Not only the summary that I can do to understand the material, I can read the material first, and then I read the material then I discuss with my friends. As a prospective teacher and researcher, of course, is very useful summary of activities to understand the material I will present. In addition, the summary is an effective activity to increase understanding me as a prospective teacher. On the other hand, I feel by doing a routine summary might be boring. That is why I argue, that in addition to summary what I do I can do a discussion with another friend before I deliver the material. With that, I can find other sources to better understand the reading material I will present. To become a teacher, of course I should be able to prepare themselves and understand the material I will present. If I've done this, maybe I'll be able to deliver material well so that students can understand the material.

14 PART 7 EVALUATION

Learning TLNLAG very useful for me for lunch to be educators. This is because TLNLAG course contains materials that discuss the methods or approaches to deliver material to students so that students can understand the material to be delivered. In addition, TLNLAG course very useful for setting up my understanding of the material to be taught. This is because every week I do summary. Apparently summary is very useful to me in learning. With the discussions of each meeting, has made me better understand the issues that are happening in the world of education. Not only that I get, I also get to experience the direct teaching in class. On the other hand, I have difficulty when learning TLNLAG. One of my difficulties is the lack of understanding of the material presented in the language of Britain. That way I often do not understand the explanation lecturer. But this does not make me discouraged, I continued to learn and to participate actively in class discussions. Besides the difficulties I faced, I am certainly this course very useful for me. Given this course has made me understand more about the delivery of learning. Especially in the delivery of learning about math concepts. Often students lack an understanding of the concept given by the teacher. Therefore, this subject is very useful for learning about the delivery of content. Other than that I get some tips on making matter. The results I get now is less satisfactory. This is due to the lack of applications that I do on education. That's why I want to apply the knowledge I had acquired in the education world. That way I have been preparing to become the next generation of teacher.

15 I. Refereces

Ormroad, J. E. (2008). Educational Psychology Developing Learners. Singapore: Pearson Education. Newman, Claire. M. (1993). How to Use Cooperative Learning in the Mathematics Class. United State of America: NCTM.

III

II.

Appendix

The material of Combination

IV

The problem in Combination Cards 1. 2. 3. 4.

12C3 10C3 6C2

= 220 = 120

= 15 45

10C2 =

5. Seorang siswa yang megikuti ujian harus mengerjakan 7 soal dari 10 soal yang ada. Berapa banyak cara siswa untuk memilih soal yang akan dikerjakan? Jawaban = 120 6. Dalam sebuah kantong terdapat 7 kelereng merah dan 4 kelereng putih, akan diambil 4 kelereng. Berapa banyak cara untuk mengambil 2 kelereng merah dan 2 kelereng putih? Jawaban = 126 7. Dalam suatu seleksi penerimaan karyawan suatu perusahaan, 5 orang pria dan 4 orang wanita dinyatakan lulus sebagai calon pegawai. Jika perusahaan hanya

membutuhkan 2 orang pria dan 2 orang wanita, maka berapa banyak cara yang dapat digunakan perusahaan untuk memilih karyawannya? Jawaban = 60 8. Untuk keperluan cerdas cermat, dipilih 3 siswa dari 5 calon yang ada, yaitu Any, Betty, Dedi, Irfan dan Wulan. Berapa banyak susunan yang dapat dipilih dari 5 calon tersebut? Jawaban = 10 IV 9. Sebuah kotak pensil berisi 6 pensil berwarna biru dan 4 pensil berwarna hijau. Tiga pensil diambil sekaligus secara acak. Berapa banyak cara pengambilan pensil tersebut jika pensil yang terambil adalah dua berwarna biru dan satu berwarna hijau? Jawaban = 36 10. Sejumlah siswa dari sebuah kelas yang terdiri dari 30 siswa untuk mengikuti seminar. Berapa banyak cara pemilihan tersebut jika peserta yang dikirim 5 orang? Jawaban = 142506 11. Dalam sebuah kantong terdapat 7 kelereng merah dan 4 kelereng putih, akan diambil 4 kelereng. Berapa banyak cara untuk mengambil 2 kelereng merah dan 2 kelereng putih? Jawaban = 126 12. Dalam suatu seleksi penerimaan karyawan suatu perusahaan, 5 orang pria dan 4 orang wanita dinyatakan lulus sebagai calon pegawai. Jika perusahaan hanya membutuhkan 2 orang pria dan 2 orang wanita, maka berapa banyak cara yang dapat digunakan perusahaan untuk memilih karyawannya? Jawaban = 60 13. Untuk keperluan cerdas cermat, dipilih 3 siswa dari 5 calon yang ada, yaitu Any, Betty, Dedi, Irfan dan Wulan. Berapa banyak susunan yang dapat dipilih dari 5 calon tersebut? Jawaban = 10 14. Sebuah kotak pensil berisi 6 pensil berwarna biru dan 4 pensil berwarna hijau. Tiga pensil diambil sekaligus secara acak. Berapa banyak cara pengambilan pensil tersebut jika pensil yang terambil adalah dua berwarna biru dan satu berwarna hijau? Jawaban = 36 15. Sejumlah siswa dari sebuah kelas yang terdiri dari 30 siswa untuk mengikuti seminar. Berapa banyak cara pemilihan tersebut jika peserta yang dikirim 5 orang? Jawaban = 142506

IV