CHAPTER I INTRODUCTION

A. Background Mathematics is a very important lesson in education. . The students need math to meet the practical needs and solve problems in everyday life, for example, can count; can calculate the contents and weight: it can collect, process, present, and interpret data, and can use a calculator or computer. In addition, so that students can follow the further mathematics courses, to help understand other subjects such as physics, chemistry, architecture, pharmacy, geography, economics, etc. (Suherman, 2003: 60). So much so that the benefits of math to be excellent in the world of mathematics education. It can be seen from the provision of mathematical material that starts from elementary school (SD) to High School (SMA). Seeing so the importance of mathematics in education, it is very ironic when students become less interested in math. . Therefore, in the process of learning mathematics needed a tool in the form of concrete objects that can help the presentation of the material. This thing called props. Props are very useful for teachers and students. Due to the existence of these props a teacher a little easier in explaining the subject matter of mathematics. In addition this tool is used to attract the attention of students in learning mathematics. In other words props is a medium of knowledge transfer from educators to the students. The use of props should be in accordance with the subject matter provided that in the learning process will occur reciprocal communication between teachers and students. It is expected that students can better understand the concept of what is taught and can improve their reasoning abilities. One example of props used are Frog Jump. Frog Jump is a game that aims to stimulate students' reasoning. This game consists of 11 holes and ten frogs. Five holes on the left to the five frog-colored black and five holes on the right for five green frogs. While one hole in center of the frog is as a barrier between the red and

green frogs. This Frog Jump can be used to find a sequence and pattern bilangannya with how to play.

B. Problem Formulation 1. What is the process of making props Frog Jump? 2. How do I use props Frogs Jump to discover the pattern number (n)? 3. How to use props Frog Jump to find a pattern to the number-(n +1)?

C. Making Goal Viewer Tool The purpose of making props this Frog Jump: 1. Describe the process of making Frog Jump props. 2. Knowing how to use props Frogs Jump to discover the pattern number (n). 3. Knowing how to use props Frog Jump to find a formula amount of the n in an arithmetic series.

D. Making Benefits Viewer Tool The benefits of making these props are: 1. In Theoretical Theoretically making props is expected to be useful for the development of education, especially for the development of mathematical models based learning aids. 2. In Practical In practical manufacture of these props is expected to enhance students' learning motivation and morale; facilitate students' understanding of patterns of sequence numbers; develop students' reasoning.

CHAPTER II LITERATURE REVIEW

A. Learning Mathematics According Hudojo (1988: 6) mathematics teachers should be guided by the "teaching and studying mathematics" rather than "studying and teaching mathematics", this is because teaching is an activity that involves teachers and students, so that students are expected to study because of the intervention teachers. Thus, teaching should be directed to study the events occurred. At the junior high school and senior high school mathematics courses is increasingly becoming a frightening specter. One of the factors causing this problem is laying the foundations of mathematics by the age of 5-8 years. A child with a solid foundation of knowledge will easily understand the instruction of mathematics at the next levels. If the basic concepts that are placed less powerful or children get a bad impression on his first acquaintance with mathematics, then the next stage will be tough times and struggles. There are sequences that must be passed in order to mature a child master math concepts. Step-by-step formation of the basic concepts of mathematics in the brain and memory of children must pay attention to aspects of physiological and functional brain, emotional maturity, learning styles, personality, and

developmental stages of children themselves. According Setyono (2007:45) the sequence of good teaching mathematics to children is as follows: 1. learn to use concrete objects or real, 2. learn to make shadows dipikiran, 3. study use a symbol or emblem.

B. Props Teachers have three important tasks in teaching mathematics, the teacher must know the tools of teaching, teachers must know their students are being

taught, and teachers must know how to teach in an interesting way (Sobel, 2001: 1). As teachers we all strive to improve our skills in teaching to "equip" our students with appropriate mathematics and contemporary mathematics. Teaching skills is important, especially when we try to motivate students, especially in dealing with students who are lazy that we encounter every day. To increase student interest in learning mathematics needed creativity in the delivery of material, one of them by using a model game. With the game expected to enhance students' thinking, reasoning, and find something new. This game model can be realized in the form of props. Pamungkas (2010) defines that the props were a concrete object that is used to help present material. The use of props allows the application of concepts in everyday life, so this will facilitate students in understanding mathematics teaching materials.

C. Frog Jump Frog jump is a game that aims to stimulate students' reasoning. Frog jump serves to find a sequence and pattern numbers by way of playing. This game consists of 11 holes and 10 peg in the form of frog with five holes that are left for five frog are black and five holes that are right for the five frog are green, while one hole in the middle is a barrier between the black frog and green frog. The game is started by moving the two group of frog in different colors, so that both groups of frog would alternately place (frog the two groups are separated by a hole and each group stood in a row) with the rules: 1. 2. Each time step should only be raised one frog. The movement should only be done through a frog or a shift in a hole nearby.

D. Pattern and Sequence Number In numbers there is a phenomenon of pattern regularities that can be read and formulated systems. A pattern regularities, among others, appear in the form of sequence and series real numbers. As an illustration, integers can be grouped for even and odd numbers. Pythagoras (580-500 BC) recognized that the number

of n odd numbers is n2 based on pattern 1 = 12, 1 + 3 = 22, 1 + 3 + 5 = 32, and so on in order to obtain 1 + 3 + ... + (2n-1 ) = n2. Likewise Nichomacus find regularities pattern 1 = 12, 3 + 5 = 23, 7 + 9 +11 = 33, 13 + 15 + 17 + 19 = 43, 21 + 23 + 25 + 27 + 29 = 53, and so on. Regularities pattern is the wide eyes of dominoes consists of 0, 1, 2, 3, 4, 5 and 6. Each figure is up by 8 times, so that the sum of all eyes was 8 (0 + 1 + 2 + 3 + 4 + 5 + 6) = 168. It turns out that 1 + 6 + 8 = 15 and 1 + 5 = 6, the highest number on the card. In the game of roulette, the number of all numbers from 1 through 36 is 1 + 2 + ... + 36 = 666. Here the number 6 appears at most, last number is 62 and number 666. Numbers sequence is a sequence of numbers with certain rules or patterns. Each number on the sequence number is called tribe.

Consider each sequence below: 1. 1, 3, 5, 7, 9, 11, and so on are always an odd number. 2. -20, -15, -10, -5, 0, 5, 10, and so on that are at odds 5. Rows of numbers in a frequently encountered in everyday life. For example, when looking for house number 18, will certainly look at the other side is a row of even-numbered houses.

E. Relationship Props with Learning Mathematics Props frog jump is used to find a pattern of numbers in sequence and pattern number in subject sequence and series. Example: What is the amount of movement is the shortest steps necessary to move: 1,2,3 and so on up to 5 pairs of frog. Fill the transfer activities, in the following table :

Many pairs of frog Many jump Many shift Total step

Based on the above table, find a formula to determine the total movement step n pairs of frog! Solution: Many pairs of frog Many jump Many shift Total step 1 1 2 3 2 4 4 8 3 9 6 15 4 16 8 24 5 25 10 35 N n2 2n n2+2n

Based on the above table it was found that movement formula n pairs of frog is n2 +2 n. From this table, the investigation has been done, it is obtained: If U2 = 5, so S2 = 8 = 5 + 3 = U2 + S1 If U3 = 7, so S3 =15 = 7 + 8 = U3 + S2 If U4 = 9, so S3 = 24 =9 + 15 = U4 + S3 Similarly so on From the above results can be generalized that Sn = Un + Sn-1, but note that the S4 = U4 + S3, where S3 = U3 + S2, S2 = U2 + S1, and S1 = U1. Then obtained S4 = U4 + U3+ U2 + U1 or S4 = U1 + U2 + U3 + U4, which then can we generalize into a general form,that is: S4 = U4 + U3+ U2 + U1 + ... +Un We let Sn = U1 + U2 + U3 + U4 + ... + Un-2 + Un-1 + Un for equation I, and Sn = Un + Un-1 + Un-2 + ... + U3+ U2 + U1 to equation II. Then we remember that Un = a + (n-1)b. From the obtained formula is Un:

U1 = a + (1-1)b = a, U2 = a + (2-1)b = a + b, U3 = a + (3-1)b = a + 2b, ... and so on. so that: Equation I to Sn = a + (a + b) + (a +2b) + ... + (Un-2b) + (Un-b) + Un Equation II to Sn = Un + (Un-b) + (Un-2b) + ... + (a+2b) + (a+b) + a We add the two equations, thus becomes: ( ( ( ) ) ) ( ( ( ) ( ) ) ) ( ( ( ) ) ) ( ( ( ) ) ) ( ( ) ( ) )

Of the sum, it is obtained : Sn = (a + Un)n

( )

or )

CHAPTER III METHOD OF MAKING PROPS A. Shape Viewer Tool Props to be made-shaped beam. Above the wooden beams are 11 holes and 10 frogs with five holes that are left for the black frog and five holes that are right for the green frog. While one hole in the middle is the boundary between red frog and green frog.

B. Tools and Materials Tools : 1. Saw 2. Ruler 3. Sandpaper 4. Pencil drawings 5. Passover 6. Carving knives 7. Paint brushes (large and small) 8. Chisel Materials : 1. Wood beams (100cmx 8cm x 5 cm) 2. Toys of rubber frog 3. Brown Paint (1 small can) 4. Black paint (1 small can)

5. Varnish (1 small can)

C. Estimation Funds In making the frog jump props needed budget funds as follows: 1. Teak wood beams (100cmx 8cm x 5 cm) 2. Frogs from wood (10 seeds) 3. Black paint (1 small can) 4. Brown paint (1 small can) 5. Varnish (1 small can) 6. Large paint brush (1 piece) 7. Small paint brushes (1 piece) 8. Sandpaper (2 sheets) 9. Pencil drawing (1 piece) = Rp. 200.000, = Rp. 150.000, = Rp. 25.000, = Rp. 25.000, = Rp. 25.000, = Rp. 7.500, = Rp. 5.500, = Rp. 7.000, = Rp. 5.000,- + = Rp.450.000, -

Total D. Making Procedure

As for how to manufacture props jumping frogs are as follows: 1. Prepare all the necessary tools and materials. 2. Creating design drawings according to plan. 3. Make 11 holes on a wooden beam and the distance between holes with 4 cm. 4. Smooth teak beams and shape it according to those in want. 5. Sand the wood beams. 6. Vernising teak beams. 7. Painting frogs from wood with black and brown colors each 5. 8. Placing a rubber frog that has been in the paint to the holes in wood that has been finished. 9. Props jumping frog ready for use.

E. How to Use / Work Instructions Move the brown frogs to the frog black group (initial position: the two groups separated by a hole located in the middle and each group stand parallel) to the rule: 1. Each time step may only be raised one frog. 2. In the case of a leap step should only be allowed to jump one frog in different colors, if there are no frogs in the frog jump is on hold just let slide in a single step. 3. Not allowed to step back.

F. Work Instructions For the experiment using a single pair of frogs. 1. The first step eg at the front holding a green frog with one shift. 2. Move the red frog green frog jump one step earlier. 3. Then slide the green frog forward. For the experiments using more than one pair of frogs: 1. The first step for example holding a green frog at the front with a single step shear. 2. Move the black frog one step jump first green frog in motion. 3. Move the black frog next with a single step shear. 4. Then at the forefront of green frog jumping frogs moved in front of him, then the next green frogs, etc. Accordingly to the next step by step. From the experiments will be in search of the many steps to move the n pairs of frogs, where the number of (total) number of steps is minimal displacement. The number of steps depending on how many pairs of removal of a frog and will form a pattern of numbers.

Key: Any frog that we will not move until the two frogs that one color that is lined up before reaching the destination.

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CHAPTER IV CLOSURE

A. Conclusion Frog jump is a game that aims to stimulate students' reasoning. frog Jump serves to find a sequence and pattern numbers by way of playing. With props frog jump is expected to help students understand course material and the pattern of sequence numbers. Utilizing the frog jump in learning is an innovation in learning mathematics by using props, it is most effective and efficient because while you study mathematics a student may also feel happy because it has been included in the games offered by a teacher. In practice this game students must have their own learning process. Surely this can not be separated from the control of a teacher based on the step-by-step use of these props.

B. Suggestion 1. Advice to teachers: should be active and creative in their curriculum mastery, fluency, not only in theory, but also in its action in the class using props like frog jump. 2. Advice to the general public: the emergence of various methods or systems of education like this in order to be able to increase support and participation in improving education.

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REFERENCES

Hudojo, Herman. 1988. Mengajar Belajar Matematika. Jakarta: Depdikbud. Pamungkas, Dian Adi. 2010. Proposal Alat Peraga Loncat Katak. http://dianadipamungkas.wordpress.com/2010/12/06/proposal-alat-peragaloncat-katak/, diunduh pada tanggal 23 September 2011 pukul 11.00 WIB. Setyono, Ariesandi. 2007. Mathemagics. Jakarta : Gramedia. Siswono, Tatag Yuli Eko dan Netti Lastiningsih. 2007. Matematika SMP dan MTS Untuk Kelas IX. Jakarta : Erlangga. Sobel, Max A dan Evan M Malestky. 2001. Mengajar Matematika. Jakarta : Erlangga

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